NAPLAN Scores as Predictors of Access to Higher Education in Victoria

OpenAIRE

Brendan Houng; Moshe Justman

2014-01-01

This paper examines the extent to which year-9 performance on the National Assessment Program—Language Arts and Numeracy (NAPLAN) predicts access to higher education as determined by subsequent achievement on year-12 Victoria Certificate of Education (VCE) exams. VCE performance is measured via three binary indicators: achieving an Australian tertiary admission rank (ATAR) above 50 ("ATAR50"), above 70 ("ATAR70"), and above 90 ("ATAR90"); and two continuous indicators: ATAR and the Tertiary E...

The Truth about Scores Children Achieve on Tests.

Science.gov (United States)

Brown, Jonathan R.

1989-01-01

The importance of using the standard error of measurement (SEm) in determining reliability in test scores is emphasized. The SEm is compared to the hypothetical true score for standardized tests, and procedures for calculation of the SEm are explained. (JDD)

Variables associated with achievement in higher education: A systematic review of meta-analyses.

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Schneider, Michael; Preckel, Franzis

2017-06-01

The last 2 decades witnessed a surge in empirical studies on the variables associated with achievement in higher education. A number of meta-analyses synthesized these findings. In our systematic literature review, we included 38 meta-analyses investigating 105 correlates of achievement, based on 3,330 effect sizes from almost 2 million students. We provide a list of the 105 variables, ordered by the effect size, and summary statistics for central research topics. The results highlight the close relation between social interaction in courses and achievement. Achievement is also strongly associated with the stimulation of meaningful learning by presenting information in a clear way, relating it to the students, and using conceptually demanding learning tasks. Instruction and communication technology has comparably weak effect sizes, which did not increase over time. Strong moderator effects are found for almost all instructional methods, indicating that how a method is implemented in detail strongly affects achievement. Teachers with high-achieving students invest time and effort in designing the microstructure of their courses, establish clear learning goals, and employ feedback practices. This emphasizes the importance of teacher training in higher education. Students with high achievement are characterized by high self-efficacy, high prior achievement and intelligence, conscientiousness, and the goal-directed use of learning strategies. Barring the paucity of controlled experiments and the lack of meta-analyses on recent educational innovations, the variables associated with achievement in higher education are generally well investigated and well understood. By using these findings, teachers, university administrators, and policymakers can increase the effectivity of higher education. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Higher weight, lower education: a longitudinal association between adolescents' body mass index and their subsequent educational achievement level?

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Larsen, Junilla K; Kleinjan, Marloes; Engels, Rutger C M E; Fisher, Jennifer O; Hermans, Roel C J

2014-12-01

The purpose of this study was to examine the association between adolescents' body mass index (BMI) z-scores and their subsequent level of schooling, extending previous longitudinal research by using objectively measured weight and height data. A longitudinal study with 3 study waves (1-year intervals) involving 1248 Dutch adolescents (49% girls; mean age = 13.7 years) at schools providing different educational levels was used to determine adolescents who moved and did not move to a lower educational level in the first year, or in the second year, and to examine whether this movement could be predicted by BMI z-scores (zBMI), after controlling for a large range of potential confounding factors. A total of 1164 Dutch adolescents continued in the same level of education, whereas 84 adolescents moved to a lower educational level (43 moved in the first and 41 in the second year). A higher zBMI significantly increased the risk of a general transition to a lower educational level, and of a transition in the first year, but not in the second year, after controlling for potential demographic, behavioral, and psychological confounds. Findings suggest that a higher zBMI during adolescence immediately lowers educational achievement level during general secondary education. © 2014, American School Health Association.

Storytelling in the digital world: achieving higher-level learning objectives.

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Schwartz, Melissa R

2012-01-01

Nursing students are not passive media consumers but instead live in a technology ecosystem where digital is the language they speak. To prepare the next generation of nurses, educators must incorporate multiple technologies to improve higher-order learning. The author discusses the evolution and use of storytelling as part of the digital world and how digital stories can be aligned with Bloom's Taxonomy so that students achieve higher-level learning objectives.

Middle School Characteristics That Predict Student Achievement, as Measured by the School-Wide California API Score

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Paredes, Josie Abaroa

2013-01-01

The purpose of this study was to investigate, through quantitative research, effective middle school characteristics that predict student achievement, as measured by the school-wide California API score. Characteristics were determined using an instrument developed by the Office of Superintendent of Public Instruction (OSPI), which asked middle…

"Always Look on the Bright Side of Life!" - Higher Hypomania Scores Are Associated with Higher Mental Toughness, Increased Physical Activity, and Lower Symptoms of Depression and Lower Sleep Complaints.

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Jahangard, Leila; Rahmani, Anahita; Haghighi, Mohammad; Ahmadpanah, Mohammad; Sadeghi Bahmani, Dena; Soltanian, Ali R; Shirzadi, Shahriar; Bajoghli, Hafez; Gerber, Markus; Holsboer-Trachsler, Edith; Brand, Serge

2017-01-01

Background: In the present study, we explored the associations between hypomania, symptoms of depression, sleep complaints, physical activity and mental toughness. The latter construct has gained interest for its association with a broad variety of favorable behavior in both clinical and non-clinical samples. Subjects and Methods: The non-clinical sample consisted of 206 young adults ( M = 21.3 years; age range: 18-24 years; 57.3% males). They completed questionnaires covering hypomania, mental toughness, symptoms of depression, physical activity, and sleep quality. Results: Higher hypomania scores were associated with higher mental toughness, increased physical activity, lower symptoms of depression and lower sleep complaints. No gender differences were observed. Higher hypomania scores were predicted by higher scores of mental toughness subscales of control and challenge, and physical activity. Conclusion: The pattern of results suggests that among a non-clinical sample of young adults, self-rated hypomania scores were associated with higher scores on mental toughness and physical activity, along with lower depression and sleep complaints. The pattern of results further suggests that hypomania traits are associated with a broad range of favorable psychological, behavioral and sleep-related traits, at least among a non-clinical sample of young adults.

Parental Encouragement in Relation to Academic Achievement of Higher Secondary School Students

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Lawrence, A. S. Arul; Barathi, C.

2016-01-01

Parental Encouragement refers to the general process undertaken by the parents to initiative and directs the behaviour of the children towards high academic achievement. The present study aims to probe the relationship between Parental Encouragement and Academic Achievement of Higher Secondary School Students. Survey method was employed and the…

A scoring system for ascertainment of incident stroke; the Risk Index Score (RISc).

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Kass-Hout, T A; Moyé, L A; Smith, M A; Morgenstern, L B

2006-01-01

The main objective of this study was to develop and validate a computer-based statistical algorithm that could be translated into a simple scoring system in order to ascertain incident stroke cases using hospital admission medical records data. The Risk Index Score (RISc) algorithm was developed using data collected prospectively by the Brain Attack Surveillance in Corpus Christi (BASIC) project, 2000. The validity of RISc was evaluated by estimating the concordance of scoring system stroke ascertainment to stroke ascertainment by physician and/or abstractor review of hospital admission records. RISc was developed on 1718 randomly selected patients (training set) and then statistically validated on an independent sample of 858 patients (validation set). A multivariable logistic model was used to develop RISc and subsequently evaluated by goodness-of-fit and receiver operating characteristic (ROC) analyses. The higher the value of RISc, the higher the patient's risk of potential stroke. The study showed RISc was well calibrated and discriminated those who had potential stroke from those that did not on initial screening. In this study we developed and validated a rapid, easy, efficient, and accurate method to ascertain incident stroke cases from routine hospital admission records for epidemiologic investigations. Validation of this scoring system was achieved statistically; however, clinical validation in a community hospital setting is warranted.

Student achievement in science: A longitudinal look at individual and school differences

Science.gov (United States)

Martinez, Alina

The importance of science in today's technological society necessitates continued attention to students' experiences in science and specifically their achievement in science. There is a need to look at gender and race/ethnicity simultaneously when studying students' experiences in science and to explore factors related to higher achievement among students. Using data from the Longitudinal Study of American Youth, this study contributes to existing literature on student achievement in science by simultaneously exploring the effects of race/ethnicity and gender. Capitalizing on the availability of yearly science achievement scores, I present trajectories of student achievement from 7th to 12th grade. This study also includes an exploration of school effects. Overall, student achievement in science increases from 7th to 12th grade, although some leveling is seen in later grades. Growth in achievement differs by both gender and race/ethnicity, but racial/ethnic differences are larger than gender differences. Hispanic, Black, Asian, and White males score higher, on average, throughout the secondary grades than their female counterparts. Achievement scores of Asian students are consistently higher than White students, who in turn score higher than Hispanic and finally Black students. Both background and science-related factors help explain variation in achievement status and growth in achievement. Parental education is positively associated with achievement status among all groups except Black students for whom there is no effect of parental education. Science related resources in the home are positively associated with student achievement and the effect of these resources increases in later grades. Student achievement in science is also positively related to student course taking and attitude toward science. Furthermore, both the negative effect of viewing science as a male domain, which exists for males and females, and the positive effect of parental support for

A Quantitative Study on the Correlation between Grade Span Configuration of Sixth Grade Students in Private Florida Schools and Academic Achievement on Standardized Achievement Scores

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Rantin, Deborah

2017-01-01

The applied dissertation was designed to investigate the three models of grade span configurations of sixth grade and the effects grade span configuration has on results of the standardized achievement scores of sixth grade students in private, Florida schools. Studies that have been conducted on sixth grade students and grade span configuration…

Online formative tests linked to microlectures improving academic achievement.

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Bouwmeester, Rianne A M; de Kleijn, Renske A M; Freriksen, Astrid W M; van Emst, Maarten G; Veeneklaas, Rob J; van Hoeij, Maggy J W; Spinder, Matty; Ritzen, Magda J; Ten Cate, Olle Th J; van Rijen, Harold V M

2013-12-01

Online formative tests (OFTs) are powerful tools to direct student learning behavior, especially when enriched with specific feedback. In the present study, we have investigated the effect of OFTs enriched with hyperlinks to microlectures on examination scores. OFTs, available one week preceding each midterm and the final exams, could be used voluntarily. The use of OFTs was related to scores on midterm and final exams using ANOVA, with prior academic achievement as a covariate. On average, 74% of all students used the online formative tests (OFT+) while preparing for the summative midterm exam. OFT+ students obtained significantly higher grades compared to OFT-students, both without and with correction for previous academic achievement. Two out of three final exam scores did not significantly improve. Students using online formative tests linked to microlectures receive higher grades especially in highly aligned summative tests.

Comparing Episodes of Mathematics Teaching for Higher Achievers in England and Germany

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Kelly, Peter; Kotthoff, Hans-Georg

2016-01-01

To illustrate similarities and differences in lower secondary level mathematics teaching with higher achievers and thereby explore privileging processes, we contrast a teaching episode in Baden-Württemberg, Germany with one in South West England. These have been selected from a larger study as typical within each region for higher achieving…

The achievement gap: Should we rely on SAT scores to tell us anything about it?

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Dale Whittington

2004-04-01

Full Text Available Increasing numbers of students taking the SAT have declined to identify their race/ethnicity. I examined the impact of non-respondents on the validity of reported racial/ethnic differences and year-to-year changes in test performance. Using an analysis reported by Wainer (1988 and SAT data from 1996 to 2003, I confirmed Wainer’s findings that non-respondents prevent accurate estimations of group differences based on SAT data. I then explored the impact of College Board press release information on news reports about the achievement gap. I found frequent reports of racial/ethnic differences in SAT scores and year-to-year changes in scores but negligible consideration of non-respondents. Press releases and media reports should include information about non-respondents and their impact on accuracy of reported differences based on race/ethnicity.

“Always Look on the Bright Side of Life!” – Higher Hypomania Scores Are Associated with Higher Mental Toughness, Increased Physical Activity, and Lower Symptoms of Depression and Lower Sleep Complaints

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Leila Jahangard

2017-12-01

Full Text Available Background: In the present study, we explored the associations between hypomania, symptoms of depression, sleep complaints, physical activity and mental toughness. The latter construct has gained interest for its association with a broad variety of favorable behavior in both clinical and non-clinical samples.Subjects and Methods: The non-clinical sample consisted of 206 young adults (M = 21.3 years; age range: 18–24 years; 57.3% males. They completed questionnaires covering hypomania, mental toughness, symptoms of depression, physical activity, and sleep quality.Results: Higher hypomania scores were associated with higher mental toughness, increased physical activity, lower symptoms of depression and lower sleep complaints. No gender differences were observed. Higher hypomania scores were predicted by higher scores of mental toughness subscales of control and challenge, and physical activity.Conclusion: The pattern of results suggests that among a non-clinical sample of young adults, self-rated hypomania scores were associated with higher scores on mental toughness and physical activity, along with lower depression and sleep complaints. The pattern of results further suggests that hypomania traits are associated with a broad range of favorable psychological, behavioral and sleep-related traits, at least among a non-clinical sample of young adults.

Explaining differences for Serbia and Slovenia in mathematics achievement in fourth grade

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Kadijević Đorđe

2015-01-01

Full Text Available This paper presents the findings that are parts of a larger international project studying the achievements in mathematics and science for students in primary and lower secondary education. Specifically, we focused on the study of differences in mathematics achievement for Serbian and Slovenian fourth-graders. The study used a sample of 7,861 fourth-grade students from Serbia (N = 3,736 and Slovenia (N = 4,125. The results showed that Serbian students had higher overall achievement and scored higher in both the number content and the knowing cognitive domains, whereas Slovenian students scored higher on the geometry content and the data content domains, also having a higher balance among achievements for both content and cognitive domains. It was also found that Slovenian students had higher self-confidence in learning mathematics. Because there were no other significant differences between Serbia and Slovenia with respect to two other contextual variables and the correlations among these three contextual variables, the explanations of the achievement differences were based upon the consideration of various aspects of curriculum, teaching practice, and teachers' professional development in Serbia and Slovenia. The paper raises the question of educational implications of these findings and the possible directions of improving the quality of mathematics teaching.

Higher stress scores for female medical students measured by the Kessler Psychological Distress Scale (K10 in Pakistan

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Khadija Qamar

2014-10-01

Full Text Available The aim of this study was to determine the stress level of medical students and the relationship between stress and academic year. A cross-sectional, descriptive study was conducted at an undergraduate medical school with a five-year curriculum, in Pakistan, from January 2014 to April 2014. Medical students in the first four years were included in the study. The Kessler Psychological Distress Scale (K10, a self-administered questionnaire, was distributed to the students. A total of 445 medical students completed the questionnaire. The average stress score was 19.61 (SD = 6.76 with a range from 10 to 43. Stress was experienced by 169 students (41.7%. The scores of female students were higher than scores of males, indicating a higher stress level (P = 0.011. The relationship between stress and academic year was insignificant (P = 0.392.

Higher dietary diversity score is associated with obesity: a case-control study.

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Karimbeiki, R; Pourmasoumi, M; Feizi, A; Abbasi, B; Hadi, A; Rafie, N; Safavi, S M

2018-04-01

The present study was carried out to compare dietary diversity score (DDS) among overweight, obese, and normal-weight adults. This case-control study was conducted with a total of 200 cases (100 participants with obesity and 100 participants with overweight) and 300 controls (normal weight) matched by socio-economic status (SES), older than 18 years. Dietary intakes were assessed using a self-administered Food Frequency Questionnaire. Data regarding physical activity and sociodemographic variables were gathered. DDS was computed based on the scoring of the five food groups emphasized in the United States Department of Agriculture Food Guide Pyramid. Anthropometric measurements were measured, and the body mass index and waist-to-hip ratio were calculated. The mean ± standard deviation of DDS was higher in participants with obesity (5.65 ± 1.32) than that in overweight participants (5.23 ± 1.23), while the lowest score was reported among normal-weight individuals (4.97 ± 1.42) (P obesity increased with each unit increase in DDS (odds ratio [OR]: 1.46; 95% confidence interval [CI]: 1.22, 1.74). However, the association became slightly weaker after adjusting for potential confounding factors (OR: 1.34; 95% CI: 1.07, 1.68). It was concluded that there was a significant positive association between DDS and obesity. However, additional investigations are warranted. Copyright © 2018 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Predicting early academic achievement: The role of higher-versus lower-order personality traits

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Zupančič Maja

2011-01-01

Full Text Available The study explored the role of children’s (N = 193 individual differences and parental characteristics at the beginning of the first year of schooling in predicting students’ attainment of academic standards at the end of the year. Special attention was paid to children’s personality as perceived by the teachers’ assistants. Along with parents’ education, parenting practices and first-graders’ cognitive ability, the incremental predictive power of children’s higher-order (robust personality traits was compared to the contribution of lower-order (specific traits in explaining academic achievement. The specific traits provided a somewhat more accurate prediction than the robust traits. Unique contributions of maternal authoritative parenting, children’s cognitive ability, and personality to academic achievement were established. The ratings of first-graders’ conscientiousness (a higher-order trait improved the prediction of academic achievement based on parenting and cognitive ability by 12%, whereas assistant teacher’s perceived children’s intelligence and low antagonism (lower-order traits improved the prediction by 17%.

A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades

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Chen, Chi Yuan; Wang, Shu-Yin; Yang, Yi-Fang

2017-01-01

The purpose of the study is to explore the influence of teaching evaluations on teachers in that they might try to please their students by giving higher grades in order to get higher teaching evaluation scores. To achieve this purpose, the study analyzed the correlations between teaching evaluation scores, student's final grades and course fail…

Infections after shoulder arthroplasty are correlated with higher anesthetic risk score: a case-control study in Brazil

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Leonardo Hideto Nagaya

2017-11-01

Conclusion: This study provides evidence suggesting that patient-related known factors such as higher ASA score predisposes to shoulder arthroplasty-associated infection. Furthermore, unusual pathogens associated with PSI were identified.

NCACO-score: An effective main-chain dependent scoring function for structure modeling

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Dong Xiaoxi

2011-05-01

Full Text Available Abstract Background Development of effective scoring functions is a critical component to the success of protein structure modeling. Previously, many efforts have been dedicated to the development of scoring functions. Despite these efforts, development of an effective scoring function that can achieve both good accuracy and fast speed still presents a grand challenge. Results Based on a coarse-grained representation of a protein structure by using only four main-chain atoms: N, Cα, C and O, we develop a knowledge-based scoring function, called NCACO-score, that integrates different structural information to rapidly model protein structure from sequence. In testing on the Decoys'R'Us sets, we found that NCACO-score can effectively recognize native conformers from their decoys. Furthermore, we demonstrate that NCACO-score can effectively guide fragment assembly for protein structure prediction, which has achieved a good performance in building the structure models for hard targets from CASP8 in terms of both accuracy and speed. Conclusions Although NCACO-score is developed based on a coarse-grained model, it is able to discriminate native conformers from decoy conformers with high accuracy. NCACO is a very effective scoring function for structure modeling.

Leveraging Quality Improvement to Achieve Student Learning Assessment Success in Higher Education

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Glenn, Nancy Gentry

2009-01-01

Mounting pressure for transformational change in higher education driven by technology, globalization, competition, funding shortages, and increased emphasis on accountability necessitates that universities implement reforms to demonstrate responsiveness to all stakeholders and to provide evidence of student achievement. In the face of the demand…

A higher score on the Aging Males' Symptoms scale is associated with insulin resistance in middle-aged men.

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Hamanoue, Nobuya; Tanabe, Makito; Tanaka, Tomoko; Akehi, Yuko; Murakami, Junji; Nomiyama, Takashi; Yanase, Toshihiko

2017-05-30

An age-associated androgen decrease and its pathological conditions are defined as late-onset hypogonadism (LOH). Among the various symptoms associated with LOH, a visceral fat increase is strongly associated with relatively low levels of testosterone. However, few studies have investigated the relationship between the Aging Males' Symptoms (AMS) scores and metabolic abnormalities. Thus, we aimed to clarify this relationship by investigating the relationship between AMS scores and various markers in blood. During routine health examinations in 241 middle-aged males (52.7±7.5 years of age, mean±SD), 150 males (62.2%) displayed higher AMS values than normal. No statistical association was observed between total AMS scores and any testosterone value. All mental, physical and sexual AMS subscales were significantly positively correlated with insulin levels and HOMA-IR. Only sexual subscale scores were significantly inversely associated with free or bioavailable testosterone level. Males with insulin resistance (HOMA-IR≥2.5) demonstrated significantly higher AMS scores than those with normal insulin sensitivity (HOMA-IRinsulin and HOMA-IR values. Interestingly, univariate and multivariate analyses revealed that HOMA-IR≥2.5 was a significant predictor for detection of moderately severe AMS values (AMS≥37), whereas AMS≥37 was not a predictor of metabolic syndrome by International Diabetes Federation (IDF) criterion. In conclusion, almost 60% of healthy male subjects displayed abnormal AMS scores. AMS values were not associated with testosterone values but rather were related to insulin resistance, particularly in subjects with moderately severe AMS values. Insulin resistance-related general unwellness might be reflected by AMS values.

Self-regulated learning and science achievement in a community college

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Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

Achievement goals affect metacognitive judgments

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Ikeda, Kenji; Yue, Carole L.; Murayama, Kou; Castel, Alan D.

2017-01-01

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance. PMID:28983496

Examining the Academic Achievement-Delinquency Relationship Among Southeast Asian Americans.

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Bui, Laura

2018-05-01

The extent to which poor academic achievement is strongly related to delinquency among Southeast Asian Americans (SEAA) remains unclear; reasons are methodological limitations and aggregated findings for Asian Americans, which mask evidence that SEAA have a higher prevalence of criminality and poor academic performance than other Asian American groups. The present study examines the academic achievement-delinquency relationship in a diverse group of 1,214 SEAA using data from the Children of Immigrants Longitudinal Study (CILS). Propensity score matching (PSM) was used to make causal inferences and assess whether poor academic achieving SEAA, after being matched with higher academic achieving SEAA, displayed a higher prevalence of delinquency. Findings showed that, even after matching, poor academic achieving SEAA were still more likely to exhibit delinquent behavior than those who performed academically better. Interventions targeting SEAA communities will need to focus more on improving academic achievement to directly prevent and decrease delinquent behavior.

The effects of higher-order questioning strategies on nonscience majors' achievement in an introductory environmental science course and their attitudes toward the environment

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Eason, Grace Teresa

The purpose of this quasi-experimental study was to determine the effect a higher-order questioning strategy (Bloom, 1956) had on undergraduate non-science majors' attitudes toward the environment and their achievement in an introductory environmental science course, EDS 1032, "Survey of Science 2: Life Science," which was offered during the Spring 2000 term. Students from both treatment and control groups (N = 63), which were determined using intact classes, participated in eight cooperative group activities based on the Biological Sciences Curriculum Studies (BSCS) 5E model (Bybee, 1993). The treatment group received a higher-order questioning method combined with the BSCS 5E model. The control group received a lower-order questioning method, combined with the BSCS 5E model. Two instruments were used to measure students' attitude and achievement changes. The Ecology Issue Attitude (EIA) survey (Schindler, 1995) and a comprehensive environmental science final exam. Kolb's Learning Style Inventory (KLSI, 1985) was used to measure students' learning style type. After a 15-week treatment period, results were analyzed using MANCOVA. The overall MANCOVA model used to test the statistical difference between the collective influences of the independent variables on the three dependent variables simultaneously was found to be not significant at alpha = .05. This differs from findings of previous studies in which higher-order questioning techniques had a significant effect on student achievement (King 1989 & 1992; Blosser, 1991; Redfield and Rousseau, 1981; Gall 1970). At the risk of inflated Type I and Type II error rates, separate univariate analyses were performed. However, none of the research factors, when examined collectively or separately, made any significant contribution to explaining the variability in EIA attitude, EIA achievement, and comprehensive environmental science final examination scores. Nevertheless, anecdotal evidence from student's self

Association between scores in high school, aptitude and achievement exams and early performance in health science college

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Al-Alwan Ibrahim

2009-01-01

Full Text Available This retrospective study was carried out to assess the correlation between admi-ssion criteria to health science colleges, namely, final high school grade and Saudi National Apti-tude and Achievement exams, and early academic performance in these colleges. The study inclu-ded 91 male students studying in the two-year pre-professional program at the King Saud bin Abdulaziz University for Health Sciences (KSAU-HS, Riyadh, Saudi Arabia. Records of these students were used to extract relevant information and their academic performance (based on the grade point average achieved at the end of the first semester of the pre-professional program, which were analytically studied. Pearson correlation coefficient was used to assess the associa-tions between the different scores. SPSS statistical program (version 12.0 was used for data ana-lyses. We found a strong correlation between the academic performance and the Achievement Exam, Aptitude Exam and high school final grade, with Pearson Correlation Coefficients of 0.96, 0.93, 0.87, respectively. The Saudi National Achievement Exam showed the most significant correla-tion. Our results indicate that academic performance showed good correlation with the admission criteria used, namely final high school grade, Saudi National Aptitude and Achievement Exams.

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.

Do Inequalities in Parents' Education Play an Important Role in PISA Students' Mathematics Achievement Test Score Disparities?

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Martins, Lurdes; Veiga, Paula

2010-01-01

This paper measures and decomposes socioeconomic-related inequality in mathematics achievement in 15 European Union member states. Data is taken from the 2003 wave of the OECD Programme for International Student Assessment (PISA). There is socioeconomic-related inequality in mathematics achievement, favoring the higher socioeconomic groups in each…

Higher blood harmane (1-methyl-9H-pyrido[3,4-b]indole) concentrations correlate with lower olfactory scores in essential tremor.

Science.gov (United States)

Louis, Elan D; Rios, Eileen; Pellegrino, Kathryn M; Jiang, Wendy; Factor-Litvak, Pam; Zheng, Wei

2008-05-01

Harmane (1-methyl-9H-pyrido[3,4-b]indole), a neurotoxin, may be an environmental risk factor for essential tremor (ET). Harmane and related chemicals are toxic to the cerebellum. Whether it is through this mechanism (cerebellar toxicity) that harmane leads to ET is unknown. Impaired olfaction may be a feature of cerebellar disease. To determine whether blood harmane concentrations correlate with olfactory test scores in patients with ET. Blood harmane concentrations were quantified using high performance liquid chromatography. Odor identification testing was performed with the University of Pennsylvania Smell Identification Test (UPSIT). In 83 ET cases, higher log blood harmane concentration was correlated with lower UPSIT score (rho=-0.46, p<0.001). 25/40 (62.5%) cases with high log blood harmane concentration (based on a median split) had low UPSIT scores (based on a median split) vs. 12/43 (27.9%) ET cases with low log blood harmane concentration (adjusted odd ratios (OR) 4.04, 95% confidence intervals (CI) 1.42-11.50, p=0.009). When compared with the low log blood harmane tertile, the odds of olfactory dysfunction were 2.64 times higher in cases in the middle tertile and 10.95 times higher in cases in the high tertile. In 69 control subjects, higher log blood harmane concentration was not correlated with lower UPSIT score (rho=0.12, p=0.32). Blood harmane concentrations were correlated with UPSIT scores in ET cases but not controls. These analyses set the stage for postmortem studies to further explore the role of harmane as a cerebellar toxin in ET.

External validation of scoring systems in risk stratification of upper gastrointestinal bleeding.

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Anchu, Anna Cherian; Mohsina, Subair; Sureshkumar, Sathasivam; Mahalakshmy, T; Kate, Vikram

2017-03-01

The aim of this study was to externally validate the four commonly used scoring systems in the risk stratification of patients with upper gastrointestinal bleed (UGIB). Patients of UGIB who underwent endoscopy within 24 h of presentation were stratified prospectively using the pre-endoscopy Rockall score (PRS) >0, complete Rockall score (CRS) >2, Glasgow Blatchford bleeding scores (GBS) >3, and modified GBS (m-GBS) >3 scores. Patients were followed up to 30 days. Prognostic accuracy of the scores was done by comparing areas under curve (AUC) in terms of overall risk stratification, re-bleeding, mortality, need for intervention, and length of hospitalization. One hundred and seventy-five patients were studied. All four scores performed better in the overall risk stratification on AUC [PRS = 0.566 (CI: 0.481-0.651; p-0.043)/CRS = 0.712 (CI: 0.634-0.790); p0.001); m-GBS = 0.802 (CI: 0.734-0.871; pbleed [AUC-0.679 (CI: 0.579-0.780; p = 0.003)]. All the scoring systems except PRS were found to be significantly better in detecting 30-day mortality with a high AUC (CRS = 0.798; p-0.042)/GBS = 0.833; p-0.023); m-GBS = 0.816; p-0.031). All four scores demonstrated significant accuracy in the risk stratification of non-variceal patients; however, only GBS and m-GBS were significant in variceal etiology. Higher cutoff scores achieved better sensitivity/specificity [RS > 0 (50/60.8), CRS > 1 (87.5/50.6), GBS > 7 (88.5/63.3), m-GBS > 7(82.3/72.6)] in the risk stratification. GBS and m-GBS appear to be more valid in risk stratification of UGIB patients in this region. Higher cutoff values achieved better predictive accuracy.

Academic Effort and Achievement in Science: Beyond a Gendered Relationship

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Adamuti-Trache, Maria; Sweet, Robert

2013-12-01

This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom.

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

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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.

Validity of Assessment and Recognition of Non-Formal and Informal Learning Achievements in Higher Education

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Kaminskiene, Lina; Stasiunaitiene, Egle

2013-01-01

The article identifies the validity of assessment of non-formal and informal learning achievements (NILA) as one of the key factors for encouraging further development of the process of assessing and recognising non-formal and informal learning achievements in higher education. The authors analyse why the recognition of non-formal and informal…

Modified PADSS (Post Anaesthetic Discharge Scoring System) for monitoring outpatients discharge.

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Palumbo, Piergaspare; Tellan, Guglielmo; Perotti, Bruno; Pacilè, Maria Antonietta; Vietri, Francesco; Illuminati, Giulio

2013-01-01

The decision to discharge a patient undergoing day surgery is a major step in the hospitalization pathway, because it must be achieved without compromising the quality of care, thus ensuring the same assistance and wellbeing as for a long-term stay. Therefore, the use of an objective assessment for the management of a fair and safe discharge is essential. The authors propose the Post Anaesthetic Discharge Scoring System (PADSS), which considers six criteria: vital signs, ambulation, nausea/vomiting, pain, bleeding and voiding. Each criterion is given a score ranging from 0 to 2. Only patients who achieve a score of 9 or more are considered ready for discharge. Furthermore, PADSS has been modified to ensure a higher level of safety, thus the "vital signs" criteria must never score lower than 2, and none of the other five criteria must ever be equal to 0, even if the total score reaches 9. The effectiveness of PADSS was analyzed on 2432 patients, by recording the incidence of postoperative complications and the readmission to hospital. So far PADDS has proved to be an efficient system that guarantees safe discharge.

Affectionless control by the same-sex parents increases dysfunctional attitudes about achievement.

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Otani, Koichi; Suzuki, Akihito; Matsumoto, Yoshihiko; Sadahiro, Ryoichi; Enokido, Masanori

2014-08-01

The affectionless control parenting has been associated with depression in recipients. The aim of this study was to examine the effect of this parenting style on dysfunctional attitudes predisposing to depression. The subjects were 666 Japanese volunteers. Perceived parental rearing was evaluated by the Parental Bonding Instrument, which has the care and protection subscales. Parental rearing was classified into four types, i.e., optimal parenting (high care/low protection), affectionate constraint (high care/high protection), neglectful parenting (low care/low protection), and affectionless control (low care/high protection). Dysfunctional attitudes were evaluated by the 24-item Dysfunctional Attitude Scale, which has the achievement, dependency and self-control subscales. Males with paternal affectionless control had higher achievement scores than those with paternal optimal parenting (P=.016). Similarly, females with maternal affectionless control had higher achievement scores than those with maternal optimal parenting (P=.016). The present study suggests that affectionless control by the same-sex parents increases dysfunctional attitudes about achievement. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

The impact of epilepsy on academic achievement in children with normal intelligence and without major comorbidities: A systematic review.

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Wo, S W; Ong, L C; Low, W Y; Lai, P S M

2017-10-01

To systematically examine published literature which assessed the prevalence of academic difficulties in children with epilepsy (CWE) of normal intelligence, and its associating factors. A search was conducted on five databases for articles published in English from 1980 till March 2015. Included were studies who recruited children (aged 5-18 years), with a diagnosis or newly/recurrent epilepsy, an intelligent quotient (IQ) of ≥70 or attending regular school, with or without a control group, which measured academic achievement using a standardised objective measure, and published in English. Excluded were children with learning difficulties, intellectual disabilities (IQchildren with asthma or reported norms. The remaining six studies (30%) did not report any differences. CWE had stable academic achievement scores over time (2-4 years), even among those whose seizure frequency improved. Higher parental education and children with higher IQ, and had better attention or had a positive attitude towards epilepsy, were associated with higher academic achievement score. Older children were found to have lower academic achievement score. In CWE of normal intelligence, the majority of published literature found that academic achievement was lower than controls or reported norms. The high percentages of low achievement in CWE, especially in the older age group, and the stability of scores even as seizure frequency improved, highlights the need for early screening of learning problems, and continued surveillance. Copyright © 2017 Elsevier B.V. All rights reserved.

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

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

2016-05-01

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

Predictors of cultural capital on science academic achievement at the 8th grade level

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Misner, Johnathan Scott

The purpose of the study was to determine if students' cultural capital is a significant predictor of 8th grade science achievement test scores in urban locales. Cultural capital refers to the knowledge used and gained by the dominant class, which allows social and economic mobility. Cultural capital variables include magazines at home and parental education level. Other variables analyzed include socioeconomic status (SES), gender, and English language learners (ELL). This non-experimental study analyzed the results of the 2011 Eighth Grade Science National Assessment of Educational Progress (NAEP). The researcher analyzed the data using a multivariate stepwise regression analysis. The researcher concluded that the addition of cultural capital factors significantly increased the predictive power of the model where magazines in home, gender, student classified as ELL, parental education level, and SES were the independent variables and science achievement was the dependent variable. For alpha=0.05, the overall test for the model produced a R2 value of 0.232; therefore the model predicted 23.2% of variance in science achievement results. Other major findings include: higher measures of home resources predicted higher 2011 NAEP eighth grade science achievement; males were predicted to have higher 2011 NAEP 8 th grade science achievement; classified ELL students were predicted to score lower on the NAEP eight grade science achievement; higher parent education predicted higher NAEP eighth grade science achievement; lower measures of SES predicted lower 2011 NAEP eighth grade science achievement. This study contributed to the research in this field by identifying cultural capital factors that have been found to have statistical significance on predicting eighth grade science achievement results, which can lead to strategies to help improve science academic achievement among underserved populations.

Effect of playing tactics on achieving score-box possessions in a random series of team possessions from Norwegian professional soccer matches.

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Tenga, Albin; Holme, Ingar; Ronglan, Lars Tore; Bahr, Roald

2010-02-01

Methods of analysis that include an assessment of opponent interactions are thought to provide a more valid means of team match performance. The purpose of this study was to examine the effect of playing tactics on achieving score-box possession by assessing opponent interactions in Norwegian elite soccer matches. We analysed a random series of 1703 team possessions from 163 of 182 (90%) matches played in the professional men's league during the 2004 season. Multidimensional qualitative data obtained from ten ordered categorical variables were used. Offensive tactics were more effective in producing score-box possessions when playing against an imbalanced defence (28.5%) than against a balanced defence (6.5%) (P tactics on producing score-box possessions, and improves the validity of team match-performance analysis in soccer.

Lead exposure and the 2010 achievement test scores of children in New York counties

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Strayhorn Jillian C

2012-01-01

Full Text Available Abstract Background Lead is toxic to cognitive and behavioral functioning in children even at levels well below those producing physical symptoms. Continuing efforts in the U.S. since about the 1970s to reduce lead exposure in children have dramatically reduced the incidence of elevated blood lead levels (with elevated levels defined by the current U.S. Centers for Disease Control threshold of 10 μg/dl. The current study examines how much lead toxicity continues to impair the academic achievement of children of New York State, using 2010 test data. Methods This study relies on three sets of data published for the 57 New York counties outside New York City: school achievement data from the New York State Department of Education, data on incidence of elevated blood lead levels from the New York State Department of Health, and data on income from the U.S. Census Bureau. We studied third grade and eighth grade test scores in English Language Arts and mathematics. Using the county as the unit of analysis, we computed bivariate correlations and regression coefficients, with percent of children achieving at the lowest reported level as the dependent variable and the percent of preschoolers in the county with elevated blood lead levels as the independent variable. Then we repeated those analyses using partial correlations to control for possible confounding effects of family income, and using multiple regressions with income included. Results The bivariate correlations between incidence of elevated lead and number of children in the lowest achievement group ranged between 0.38 and 0.47. The partial correlations ranged from 0.29 to 0.40. The regression coefficients, both bivariate and partial (both estimating the increase in percent of children in the lowest achievement group for every percent increase in the children with elevated blood lead levels, ranged from 0.52 to 1.31. All regression coefficients, when rounded to the nearest integer, were

Achievement goals, social goals, and motivational regulations in physical education settings.

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Cecchini Estrada, José A; González González-Mesa, Carmen; Méndez-Giménez, Antonio; Fernández-Río, Javier

2011-02-01

This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.

The Zhongshan Score

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Zhou, Lin; Guo, Jianming; Wang, Hang; Wang, Guomin

2015-01-01

Abstract In the zero ischemia era of nephron-sparing surgery (NSS), a new anatomic classification system (ACS) is needed to adjust to these new surgical techniques. We devised a novel and simple ACS, and compared it with the RENAL and PADUA scores to predict the risk of NSS outcomes. We retrospectively evaluated 789 patients who underwent NSS with available imaging between January 2007 and July 2014. Demographic and clinical data were assessed. The Zhongshan (ZS) score consisted of three parameters. RENAL, PADUA, and ZS scores are divided into three groups, that is, high, moderate, and low scores. For operative time (OT), significant differences were seen between any two groups of ZS score and PADUA score (all P RENAL showed no significant difference between moderate and high complexity in OT, WIT, estimated blood loss, and increase in SCr. Compared with patients with a low score of ZS, those with a high or moderate score had 8.1-fold or 3.3-fold higher risk of surgical complications, respectively (all P RENAL score, patients with a high or moderate score had 5.7-fold or 1.9-fold higher risk of surgical complications, respectively (all P RENAL and PADUA scores. ZS score could be used to reflect the surgical complexity and predict the risk of surgical complications in patients undergoing NSS. PMID:25654399

Is Equal Access to Higher Education in South Asia and Sub-Saharan Africa Achievable by 2030?

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Ilie, Sonia; Rose, Pauline

2016-01-01

Higher education is back in the spotlight, with post-2015 sustainable development goals emphasising equality of access. In this paper, we highlight the long distance still to travel to achieve the goal of equal access to higher education for all, with a focus on poorer countries which tend to have lower levels of enrolment in higher education.…

Higher Prostate Weight Is Inversely Associated with Gleason Score Upgrading in Radical Prostatectomy Specimens

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Leonardo Oliveira Reis

2013-01-01

Full Text Available Background. Protective factors against Gleason upgrading and its impact on outcomes after surgery warrant better definition. Patients and Methods. Consecutive 343 patients were categorized at biopsy (BGS and prostatectomy (PGS as Gleason score, ≤6, 7, and ≥8; 94 patients (27.4% had PSA recurrence, mean followup 80.2 months (median 99. Independent predictors of Gleason upgrading (logistic regression and disease-free survival (DFS (Kaplan-Meier, log-rank were determined. Results. Gleason discordance was 45.7% (37.32% upgrading and 8.45% downgrading. Upgrading risk decreased by 2.4% for each 1 g of prostate weight increment, while it increased by 10.2% for every 1 ng/mL of PSA, 72.0% for every 0.1 unity of PSA density and was 21 times higher for those with BGS 7. Gleason upgrading showed increased clinical stage (P=0.019, higher tumor extent (P=0.009, extraprostatic extension (P=0.04, positive surgical margins (P<0.001, seminal vesicle invasion (P=0.003, less “insignificant” tumors (P<0.001, and also worse DFS, χ2=4.28, df=1, P=0.039. However, when setting the final Gleason score (BGS ≤6 to PGS 7 versus BGS 7 to PGS 7, avoiding allocation bias, DFS impact is not confirmed, χ2=0.40, df=1, P=0.530.Conclusions. Gleason upgrading is substantial and confers worse outcomes. Prostate weight is inversely related to upgrading and its protective effect warrants further evaluation.

Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

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Scantlebury, Kathryn

2008-10-01

Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

Poverty's Effect on U.S. Scores Greater Than for Other Nations

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Cavanagh, Sean

2007-01-01

Not only did many industrialized countries outperform the United States in science on a recent international exam, but American students' academic achievement was also more likely to be affected by their wealth or poverty and family background than was their peers' in higher-scoring nations. That was one of several sobering findings for the United…

The relationships between integration strategies and student achievement scores in science among the non-college bound in Pennsylvania

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Foster, John Curtis

1997-09-01

To assume that students, or anyone for that matter, can recall bits of information when they have never been shown any practical application for that information is ludicrous. This study focuses on a variety of integration strategies that exist between vocational and academic subjects in Pennsylvania through an initiative called High Schools That Work. The data utilized was collected by the Educational Testing Service in 1994 and included information from 385 graduating seniors. The purpose of this study was to explore the relationship between the perceived level of integration between science and vocational subject areas and scores on the National Assessment of Educational Progress (NAEP). The study utilized frequency distributions, descriptive statistics, correlation techniques, and regression analysis. Differences in the type of vocational program that students were enrolled in were examined as well as their gender. It is evident from this study that the use of vocational methodologies, particularly those involving student assignments on workplace problems in their classrooms, helps students consistently score higher on the NAEP. Findings also indicated that females performed better in areas which required higher level thinking skills when these methods were utilized. The usefulness of this study is broad and it has implications for those teaching, those designing curricula, those determining policy, as well as those in higher education.

Effects of Remarriage Following Divorce on the Academic Achievement of Children.

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Jeynes, William H.

1999-01-01

Used data from the National Educational Longitudinal Survey to study the effects of remarriage following divorce on children's academic achievement. Results indicate that children from reconstituted families score no higher, and often lower than children of divorce from single-parent families. (SLD)

Effects of Classroom Ventilation Rate and Temperature on Students' Test Scores.

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Haverinen-Shaughnessy, Ulla; Shaughnessy, Richard J

2015-01-01

Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students' mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5%) per each liter per second per person increase in ventilation rate within the range of 0.9-7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12-13 points per each 1°C decrease in temperature within the observed range of 20-25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students.

Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K—first grade sample. Vol. 13 No. 46

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Madhabi Chatterji

2005-11-01

Full Text Available In light of the NCLB Act of 2001, this study estimated mathematics achievement gaps in different subgroups of kindergartners and first graders, and identified child- and school-level correlates and moderators of early mathematics achievement. A subset of 2300 students nested in 182 schools from the Early Childhood Longitudinal Study K-First Grade data set was analyzed with hierarchical linear models. Relative to school mean estimates at the end of kindergarten, significant mathematics achievement gaps were found in Hispanics, African Americans and high poverty students. At the end of Grade 1, mathematics gaps were significant in African American, high poverty, and female subgroups, but not in Hispanics. School-level correlates of Grade 1 Mathematics achievement were class size (with a small negative main effect, at-home reading time by parents (with a large positive main effect and school size (with a small positive main effect. Cross-level interactions in Grade 1 indicated that schools with larger class and school sizes had a negative effect on African American children's math scores; schools giving more instructional time to reading and math had a positive effect on high poverty students' scores, and schools with higher elementary teacher certification rates had a positive effect on boys' mathematics achievement.

Achieving the Texas Higher Education Vision

National Research Council Canada - National Science Library

Benjamin, Roger

2000-01-01

The Texas higher education system faces severe challenges in responding to the twin demands placed on it by economic growth and by the increasing problems of access to higher education that many Texans experience...

NBME subject examination in surgery scores correlate with surgery clerkship clinical experience.

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Myers, Jonathan A; Vigneswaran, Yalini; Gabryszak, Beth; Fogg, Louis F; Francescatti, Amanda B; Golner, Christine; Bines, Steven D

2014-01-01

Most medical schools in the United States use the National Board of Medical Examiners Subject Examinations as a method of at least partial assessment of student performance, yet there is still uncertainty of how well these examination scores correlate with clinical proficiency. Thus, we investigated which factors in a surgery clerkship curriculum have a positive effect on academic achievement on the National Board of Medical Examiners Subject Examination in Surgery. A retrospective analysis of 83 third-year medical students at our institution with 4 unique clinical experiences on the general surgery clerkship for the 2007-2008 academic year was conducted. Records of the United States Medical Licensing Examination Step 1 scores, National Board of Medical Examiners Subject Examination in Surgery scores, and essay examination scores for the groups were compared using 1-way analysis of variance testing. Rush University Medical Center, Chicago IL, an academic institution and tertiary care center. Our data demonstrated National Board of Medical Examiners Subject Examination in Surgery scores from the group with the heavier clinical loads and least time for self-study were statistically higher than the group with lighter clinical services and higher rated self-study time (p = 0.036). However, there was no statistical difference of National Board of Medical Examiners Subject Examination in Surgery scores between the groups with equal clinical loads (p = 0.751). Students experiencing higher clinical volumes on surgical services, but less self-study time demonstrated statistically higher academic performance on objective evaluation, suggesting clinical experience may be of higher value than self-study and reading. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

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Chi-Cheng Chang

2014-04-01

Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

Longitudinal AddiQoL scores may identify higher risk for adrenal crises in Addison's disease.

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Meyer, Gesine; Koch, Maike; Herrmann, Eva; Bojunga, Jörg; Badenhoop, Klaus

2018-05-01

Several studies have shown a reduced quality of life (QoL) in patients with Addison's disease (AD), but investigations of QoL over a long-term course are lacking. Adrenal crises (AC) are life-threatening complications in AD. The purpose of this prospective study was to test whether the repeated use of QoL-questionnaires can detect prodromal periods of an AC. 110 patients with AD were asked to complete the disease specific-QoL questionnaire AddiQoL and a short questionnaire about adverse events once monthly over a period of ten months. AC was defined if at least two of the following symptoms were reported: (a) hypotension, (b) nausea or vomiting, (c) severe fatigue, (d) documented hyponatremia, hyperkalemia, or hypoglycemia, and subsequent parenteral glucocorticoid administration was carried out. Prevalence of AC was 10.9/100 patient years. AddiQoL scores in patients with AC showed a trend (p = 0,08) to a wider fluctuation over time. Subjective precrises not meeting the criteria for AC were reported by 31 patients who had significantly lower AddiQoL scores (p = 0,018). These are the first data showing the course of QoL during a period of ten months in patients with AD. Incidence of AC exceeds previous data. Our data show, that subjective precrises in AD associate with lower QoL. AC, as well as precrises affect intraindividual AddiQol-scores over time with a trend to a stronger fluctuation. Longitudinal AddiQol scores and self-reporting of precrises via patient diaries are additional clinical tools to identify higher risk for critical events.

Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

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Sukji, Paweena; Wichaidit, Pacharee Rompayom; Wichaidit, Sittichai

2018-01-01

The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of .05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of .05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context.

Achievement goal profiles and developments in effort and achievement in upper elementary school.

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Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea

2017-12-01

The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

The Effects of Chess Instruction on the Mathematics Achievement of Southern, Rural, Black Secondary Students.

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Smith, James P.; Cage. Bob N.

2000-01-01

Studied the effects of 120 hours of chess instruction on the mathematics achievement of southern, rural, black secondary students. Analysis of covariance results show the treatment group (11 females, 9 males) scored significantly higher than the control group (10 females, 10 males) in mathematics achievement. Discusses results in terms of altering…

Burnout, quality of life, motivation, and academic achievement among medical students: A person-oriented approach.

Science.gov (United States)

Lyndon, Mataroria P; Henning, Marcus A; Alyami, Hussain; Krishna, Sanjeev; Zeng, Irene; Yu, Tzu-Chieh; Hill, Andrew G

2017-04-01

The aim of this study was to identify burnout and quality of life profiles of medical students and determine their associations with academic motivation and achievement on progress tests using a person-oriented approach. Medical students (n = 670) in Year 3 to Year 5 at the University of Auckland were classified into three different profiles as derived from a two-step cluster analysis using World Health Organization Quality of Life-BREF scores and Copenhagen Burnout Inventory scores. The profiles were used as independent variables to assess differences in academic motivation and achievement on progress tests using a multivariate analysis of co-variance and repeated measures analysis of co-variance methods. The response rate was 47%. Three clusters were obtained: Higher Burnout Lower Quality of Life (n = 62, 20%), Moderate Burnout Moderate Quality of Life (n = 131, 41%), and Lower Burnout Higher Quality of Life (n = 124, 39%). After controlling for gender and year level, Higher Burnout Lower Quality of Life students had significantly higher test anxiety (p motivation (p students are associated with differences in academic motivation and achievement over time.

Effects of Classroom Ventilation Rate and Temperature on Students' Test Scores.

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Ulla Haverinen-Shaughnessy

Full Text Available Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms from Southwestern United States, and student level data (N = 3109 on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person. The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students' mean mathematics scores (average 2286 points were increased by up to eleven points (0.5% per each liter per second per person increase in ventilation rate within the range of 0.9-7.1 l/s per person (estimated effect size 74 points. There was an additional increase of 12-13 points per each 1°C decrease in temperature within the observed range of 20-25°C (estimated effect size 67 points. Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students.

Effects of Classroom Ventilation Rate and Temperature on Students’ Test Scores

Science.gov (United States)

2015-01-01

Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students’ mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5%) per each liter per second per person increase in ventilation rate within the range of 0.9–7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12–13 points per each 1°C decrease in temperature within the observed range of 20–25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students. PMID:26317643

Re-Scoring the Game’s Score

DEFF Research Database (Denmark)

Gasselseder, Hans-Peter

2014-01-01

This study explores immersive presence as well as emotional valence and arousal in the context of dynamic and non-dynamic music scores in the 3rd person action-adventure video game genre while also considering relevant personality traits of the player. 60 subjects answered self-report questionnai......This study explores immersive presence as well as emotional valence and arousal in the context of dynamic and non-dynamic music scores in the 3rd person action-adventure video game genre while also considering relevant personality traits of the player. 60 subjects answered self......-temporal alignment in the resulting emotional congruency of nondiegetic music. Whereas imaginary aspects of immersive presence are systemically affected by the presentation of dynamic music, sensory spatial aspects show higher sensitivity towards the arousal potential of the music score. It is argued...

Relationships of Some Socio-Personal Factors to Mathematics Achievement of Secondary School and University Students in Bophuthatswana.

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Maqsud, Muhammad; Khalique, Chaudhry M.

1991-01-01

Two separate studies examined sex differences in high school and university students in Bophuthatswana on socio-personal variables. Study 1 (n=109) involving socioeconomic status, school alienation, sex, self-concept, mathematics attitude, and mathematics achievement indicated boys scored significantly higher on attitude and achievement. Study 2…

Investigating the Relationships between Approaches to Learning, Learner Identities and Academic Achievement in Higher Education

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Herrmann, K. J.; Bager-Elsborg, A.; McCune, V.

2017-01-01

This paper considers relationships between approaches to learning, learner identities, self-efficacy beliefs and academic achievement in higher education. In addition to already established survey instruments, a new scale, "subject area affinity," was developed. The scale explores the extent to which students identify with their area of…

The effect of L-thyroxine treatment on hypothyroid symptom scores and lipid profile in children with subclinical hypothyroidism.

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Çatlı, Gönül; Anık, Ahmet; Ünver Tuhan, Hale; Böber, Ece; Abacı, Ayhan

2014-12-01

To evaluate i) the frequency of typical hypothyroidism symptoms in children with subclinical hypothyroidism (SH), ii) to evaluate the association of SH with lipoproteins and iii) to investigate possible improving effects of L-thyroxine (LT4) treatment on these findings. Twenty-seven children with SH who had elevated thyroid-stimulating hormone (TSH: >4.94 µIU/L) but normal free T4 levels and healthy euthyroid children of similar age and sex were enrolled in the study. Anthropometric and laboratory (lipid profile and thyroid function tests) measurements were performed at diagnosis and six months after euthyroidism was achieved. All children were also subjected to a questionnaire on hypothyroid symptoms at diagnosis. The SH patients were subjected to the questionnaire also following treatment. Pre-treatment data were compared with those of controls and post-treatment measurements. Anthropometric and laboratory parameters of the groups were not statistically different except for higher TSH levels in the SH group. Serum lipoprotein levels and dyslipidemia frequency were similar between the groups. Compared to the controls, hypothyroidism symptom score was significantly higher in the SH group. Six months after euthyroidism was achieved, a significant reduction in the hypothyroid symptom score was obtained in the SH group. Except for significantly higher serum TSH values, no significant differences regarding demographic characteristics, symptom scores and lipid parameters were present between patients with Hashimoto's thyroiditis and the remaining SH patients. The results of this study showed that in children with SH i) the hypothyroidism symptom score was significantly higher than in euthyroid children, ii) LT4 treatment improved the hypothyroidism symptom score and iii) SH does not seem to be associated with dyslipidemia.

[Psychopathology and achievement motivation in adolescents with pathological internet use].

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Wartberg, Lutz; Sack, Peter-Michael; Petersen, Kay-Uwe; Thomasius, Rainer

2011-01-01

In Germany, the internet is used by 69.4% of the population or 49 million people, and 100% of adolescents (between 14 to 19 years of age) spend time in the internet at least occasionally. An excessive use of the internet may lead to negative psychosocial consequences and changes in behaviour. This phenomenon is named "pathological internet use". Until now, there are only few studies published that investigate mental well being in German adolescents with pathological internet use. 16 participants of an outpatient treatment program for pathological internet use and 16 healthy adolescents were compared on self-reported levels of psychopathology (SPS-J), achievement motivation (FLM 7-13) and personal experience of attention deficit (FEDA). There were no differences in age, gender, intelligence or education between the two groups. Pathological internet users exhibited significantly elevated scores on self-esteem problems and the summary score of the SPS-J and significantly lower scores on FLM 7-13-dimensions "achievement ambition" and "perseverance/diligence" compared to controls. The results revealed that adolescents with pathological internet use report a higher level of psychopathology and lower levels of achievement motivation and drive. These findings should be taken into account when conceptualizing treatments for pathological internet users.

IMMIGRATION AND ACADEMIC ACHIEVEMENT: THE EFFECTS OF SOCIO CULTURAL AND DEMOGRAPHIC FACTORS

Directory of Open Access Journals (Sweden)

Çağdaş Şirin

2014-03-01

Full Text Available Academic engagement during the high school years, a period in which young people go through tremendous change, is one of the key predictors of success for college entrance and later developmental periods. This study aims to evaluate the effect of immigration on the academic achievement of high school students. Participants were 1016 students (545 male, 567 female attending high schools from four provinces in Istanbul that have the highest rates of immigration (Zeytinburnu, Gaziosmanpasa, Büyükçekmece and Esenyurt Regions. The sample was drawn from students in all four years of High School. This study provides a snapshot of migrant students’ academic achievement profiles as well as the demographic determinants that might have an influence on their performance such as gender, number of siblings, generation, working status and selected majors variables. Results demonstrated that third generation have higher English score but lower Turkish language score than the first generation, gender plays a significant role on English and Turkish Language score but not on Math score.

Increased correlation coefficient between the written test score and tutors’ performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia

Directory of Open Access Journals (Sweden)

Heethal Jaiprakash

2016-03-01

Full Text Available This paper is aimed at finding if there was a change of correlation between the written test score and tutors’ performance test scores in the assessment of medical students during a problem-based learning (PBL course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group’s tutors did not receive tutor training; while the second group’s tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors’ performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors’ scores in group 1 was 0.099 (p<0.001 and for group 2 was 0.305 (p<0.001. The higher correlation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

Degrees of Resilience: Profiling Psychological Resilience and Prospective Academic Achievement in University Inductees

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Allan, John F.; McKenna, Jim; Dominey, Susan

2014-01-01

University inductees may be increasingly vulnerable to stressors during transition into higher education (HE), requiring psychological resilience to achieve academic success. This study aimed to profile inductees' resilience and to investigate links to prospective end of year academic outcomes. Scores for resilience were based on a validated…

Breakfast Intake and Composition is Associated with Superior Academic Achievement in Elementary School Children

Science.gov (United States)

Ptomey, Lauren T.; Steger, Felicia L.; Schubert, Matthew M.; Lee, Jaehoon; Willis, Erik A.; Sullivan, Debra K.; Szabo-Reed, Amanda N.; Washburn, Richard A.; Donnelly, Joseph E.

2016-01-01

Objective To determine if breakfast consumption or content affects academic achievement measured by standardized tests. Methods Baseline data was collected in fall of 2011 from 698 students (50.5% female, age=7.5±0.6 yrs.) living in the state of Kansas. Academic achievement was assessed using three components from the Wechsler Individual Achievement Test (WIAT-III). Prior to taking the WIAT-III, participants completed a breakfast recall of all the foods and drinks consumed that morning, which was analyzed using NDS-R. WIAT-III scores were compared between breakfast and non-breakfast consumers in a sample (n=162) matched for age, sex, race, education level of both parents, household income, BMI, and cardiovascular fitness, and Pearson correlations were calculated from all breakfast eaters (n=617) between test performance and components of the breakfast. Results When compared to non-breakfast consumers, the breakfast consumers had significantly higher scores in all three WIAT-III components (all pbreakfast consumers, servings of fruit juice were negatively correlated with reading comprehension and fluency standard score and mathematics standard score (both pbreakfast consumption and the content may be associated with improved standardized test performance in elementary school students. PMID:26697955

[Propensity score matching in SPSS].

Science.gov (United States)

Huang, Fuqiang; DU, Chunlin; Sun, Menghui; Ning, Bing; Luo, Ying; An, Shengli

2015-11-01

To realize propensity score matching in PS Matching module of SPSS and interpret the analysis results. The R software and plug-in that could link with the corresponding versions of SPSS and propensity score matching package were installed. A PS matching module was added in the SPSS interface, and its use was demonstrated with test data. Score estimation and nearest neighbor matching was achieved with the PS matching module, and the results of qualitative and quantitative statistical description and evaluation were presented in the form of a graph matching. Propensity score matching can be accomplished conveniently using SPSS software.

Correlation between CHA2DS2-VASc Score and Glaucoma Treatment and Prognosis.

Science.gov (United States)

Pikkel, Yoav Y; Krebs, Daniel; Igal, Vadim; Sharabi-Nov, Adi; Epstein, Irena; Pikkel, Joseph

2018-01-01

To find if CHA 2 DS 2 -VASc scale can accurately predict the treatment, prognosis, and outcome for primary open-angle glaucoma (POAG). A survey of 250,000 patient years was taken, using the records of the Ophthalmology Department at Ziv Medical Center. Data was collected regarding the retinal nerve fiber layer (RNFL), visual field (VF), line of treatment (LOT) of glaucoma, and all the data needed to accurately calculate CHA 2 DS 2 -VASc score for each patient. Sixty-seven patients were included in the statistical analysis. The mean age was 72.5 years. The mean CHA 2 DS 2 -VASc score was 3.27 + -1.7. Positive Pearson's correlation coefficients were found for LOT and CHA 2 DS 2 -VASc score, 0.35, and for RNFL grade and CHA2DS2-VASc score, 0.37. The correlation was negative for RNFL width and CHA2DS2-VASc score, -0.35. CHA 2 DS 2 -VASc score was shown to be correlated with glaucoma. This correlation was manifested positively by the LOT needed to stop glaucoma progression, with higher CHA 2 DS 2 -VASc scores correlated with more aggressive treatment. Since glaucoma is a disease with a progressing nature, it is important to treat patients aggressively on one hand, while offering the most benign treatment as possible on the other hand. Modification of the CHA 2 DS 2 -VASc score could achieve an even higher correlation.

A new evaluation score that uses salpingoscopy to reflect fallopian tube function in infertile women.

Science.gov (United States)

Nakagawa, Koji; Inoue, Masato; Nishi, Yayoi; Sugiyama, Rie; Motoyama, Koji; Kuribayashi, Yasushi; Akira, Shigeo; Sugiyama, Rikikazu

2010-12-01

To build an evaluation scoring system using the results of salpingoscopy, and to evaluate the relationship between this scoring system and the outcome of pregnancy. Retrospective study. Sugiyama Clinic. Using salpingoscopy, we observed the tubal lumen, paying attention to the following six results: adhesions, loss of mucosal folds, rounded edges of mucosal folds, debris, foreign bodies, and abnormal vessels. From April 2008 through June 2009, 104 women in whom unexplained infertility had been diagnosed underwent salpingoscopy. The F scores were evaluated related with various clinical results or pregnancy rates. The F score expressed the sum of the abnormal results, and one abnormal result was given a 1-point F score. Approximately 60% of the patients showed an F score of 0, and the percentages of patients who showed 1, 2, 3, and ≥4 points were 19.2%, 11.5%, 4.5%, and 4.5%, respectively. After evaluation, 23 patients achieved pregnancy within a year. The pregnancy rates for patients with F scores of 0 and 1 point were 30.6% and 20.0%, respectively, and the rate of patients with an F score of 0 was significantly higher than the rate of patients with high F scores (F score ≥2; 9.1%). The patients showing a lower F score (0 or 1) showed higher fecundity than those showing an F score of ≥2. Copyright © 2010 American Society for Reproductive Medicine. Published by Elsevier Inc. All rights reserved.

The effects of different learning environments on students' motivation for learning and their achievement.

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Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-09-01

Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

The Interplay between Reflective Thinking, Critical Thinking, Self-Monitoring, and Academic Achievement in Higher Education

Science.gov (United States)

Ghanizadeh, Afsaneh

2017-01-01

The present study assessed the associations among higher-order thinking skills (reflective thinking, critical thinking) and self-monitoring that contribute to academic achievement among university students. The sample consisted of 196 Iranian university students (mean age = 22.05, SD = 3.06; 112 females; 75 males) who were administered three…

Personality, Motivation, and Math Achievement Among Turkish Students.

Science.gov (United States)

Akben-Selcuk, Elif

2017-04-01

Using the Turkish portion of the Programme for International Student Assessment dataset ( N = 4,848; 51% boys, 49% girls; age, M = 15.81 years, SD = 0.28), this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay's method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally, students who were more open to problem solving, who attributed their failure to external factors, and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.

Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education.

NARCIS (Netherlands)

Busato, V.V.; Prins, F.J.; Elshout, J.J.; Hamaker, C.

2000-01-01

This study is directed towards an integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success in higher education. Correlational analyses partly confirmed and partly disconfirmed our expectations in a sample of 409 first-year

Breakfast Intake and Composition Is Associated with Superior Academic Achievement in Elementary Schoolchildren.

Science.gov (United States)

Ptomey, Lauren T; Steger, Felicia L; Schubert, Matthew M; Lee, Jaehoon; Willis, Erik A; Sullivan, Debra K; Szabo-Reed, Amanda N; Washburn, Richard A; Donnelly, Joseph E

2016-01-01

To determine whether breakfast consumption or content affects academic achievement measured by standardized tests. Baseline data were collected in fall of 2011 from 698 students (50.5% female, age = 7.5 ± 0.6 years) living in the state of Kansas. Academic achievement was assessed using 3 components from the Wechsler Individual Achievement Test (WIAT-III). Prior to taking the WIAT-III, participants completed a breakfast recall of all foods and drinks consumed that morning, which was analyzed using Nutrition Data System for Research (NDS-R). WIAT-III scores were compared between breakfast and non-breakfast consumers in a sample (n = 162) matched for age, sex, race, education level of both parents, household income, body mass index (BMI), and cardiovascular fitness, and Pearson correlations were calculated from all breakfast eaters (n = 617) between test performance and components of the breakfast. When compared to non-breakfast consumers, the breakfast consumers had significantly higher scores in all 3 WIAT-III components (all p breakfast consumers, servings of fruit juice were negatively correlated with reading comprehension and fluency standard score and mathematics standard score (both p breakfast consumption and the content may be associated with improved standardized test performance in elementary school students.

Association between substandard classroom ventilation rates and students' academic achievement.

Science.gov (United States)

Haverinen-Shaughnessy, U; Moschandreas, D J; Shaughnessy, R J

2011-04-01

This study focuses on the relationship between classroom ventilation rates and academic achievement. One hundred elementary schools of two school districts in the southwest United States were included in the study. Ventilation rates were estimated from fifth-grade classrooms (one per school) using CO(2) concentrations measured during occupied school days. In addition, standardized test scores and background data related to students in the classrooms studied were obtained from the districts. Of 100 classrooms, 87 had ventilation rates below recommended guidelines based on ASHRAE Standard 62 as of 2004. There is a linear association between classroom ventilation rates and students' academic achievement within the range of 0.9-7.1 l/s per person. For every unit (1 l/s per person) increase in the ventilation rate within that range, the proportion of students passing standardized test (i.e., scoring satisfactory or above) is expected to increase by 2.9% (95%CI 0.9-4.8%) for math and 2.7% (0.5-4.9%) for reading. The linear relationship observed may level off or change direction with higher ventilation rates, but given the limited number of observations, we were unable to test this hypothesis. A larger sample size is needed for estimating the effect of classroom ventilation rates higher than 7.1 l/s per person on academic achievement. The results of this study suggest that increasing the ventilation rates toward recommended guideline ventilation rates in classrooms should translate into improved academic achievement of students. More studies are needed to fully understand the relationships between ventilation rate, other indoor environmental quality parameters, and their effects on students' health and achievement. Achieving the recommended guidelines and pursuing better understanding of the underlying relationships would ultimately support both sustainable and productive school environments for students and personnel. © 2010 John Wiley & Sons A/S.

The Effect of Improved School Climate over Time on Fifth-Grade Students' Achievement Assessment Scores and Teacher Administered Grade Scores

Science.gov (United States)

Marten, Dawn M.

2012-01-01

The purpose of the study was to determine the effect of improved school climate, as teachers' beliefs changed from negative to positive over time, on students' reading, math, and writing assessment scores and teacher administered grade scores in reading, math, and writing. Overall, findings indicate that lose, maintain, or improve…

Attribution Theory in Science Achievement

Science.gov (United States)

Craig, Martin

2013-01-01

Recent research reveals consistent lags in American students' science achievement scores. Not only are the scores lower in the United States compared to other developed nations, but even within the United States, too many students are well below science proficiency scores for their grade levels. The current research addresses this problem by…

Using the Learning Together Strategy to Affect Student Achievement in Physical Science

Science.gov (United States)

Campbell, Manda D.

Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in the conceptual understanding of science concepts in a classroom where the teacher applied the cooperative learning strategy, Learning Together, as compared to the classroom in which teacher-directed instruction was applied. The theories of positive social interdependence and social development, which posit that social interaction promotes cognitive gains, provided a framework for the study. A convenience sample of 38 students in Grade 5 participated in the 6-week study. Nineteen students received the cooperative learning strategy treatment, while 19 students did not. Pre- and post-tests were administered to students in both groups, and an analysis of variance was performed to examine differences between the 2 sample means. Results indicated that the group receiving the cooperative learning strategy scored significantly higher than did the control group receiving direct instruction. The experimental group also scored higher in vocabulary acquisition. Using the cooperative learning strategy of Learning Together could guide teachers' efforts to help students achieve excellent state-mandated test scores. Learning Together may be employed as a powerful teaching tool across grade levels and content areas, thus promoting positive gains in other state-mandated testing areas such as math, language arts, and social studies.

Effects of collaboration and inquiry on reasoning and achievement in biology

Science.gov (United States)

Jensen, Jamie Lee

The primary purpose of the present study was to compare the effectiveness of two collaborative grouping strategies and two instructional methods in terms of gains in reasoning ability and achievement in college biology. In order to do so, a quasi-experimental study was performed in which students were placed in one of four treatment conditions: heterogeneous grouping within inquiry instruction, homogeneous grouping within inquiry instruction, heterogeneous grouping within non-inquiry instruction, and homogeneous grouping within non-inquiry instruction. Students were placed in groups based on initial reasoning level. Reasoning levels and achievement gains were assessed at the end of the study. Results showed that within non-inquiry instruction, heterogeneous mean group scores were higher in both reasoning and achievement than homogeneous groups. In contrast, within inquiry instruction, homogeneous mean group scores were higher in both reasoning and achievement. Inquiry instruction, as a whole, significantly outperformed non-inquiry instruction in the development of reasoning ability. Within inquiry instruction, low-ability students had significantly greater reasoning gains when grouped homogeneously. These results support Piaget's developmental theory and contradict Vygotsky's developmental theory. These results also suggest that the success of one grouping strategy over another is highly dependent upon the nature of instruction, which may be a cause for such conflicting views on grouping strategies within the educational literature. In addition, inquiry instruction led to students having greater confidence in their reasoning ability as well as a more positive attitude toward collaboration. Instructional implications are discussed.

Height, weight, and education achievement in rural Peru.

Science.gov (United States)

Cueto, Santiago

2005-06-01

The education system in Peru and many other developing countries faces several challenges, including improving education achievement and increasing education enrollment in high school. It is clear from several indicators that rural students have lower education outcomes than do urban students. In this study we used cross-sectional and longitudinal analysis to determine the relationship between height-for-age z-scores (HAZ), weight-for-age z-scores (WAZ), body-mass index (BMI), and education outcomes. The sample was composed of students from 20 elementary public schools in two rural zones in Peru. The descriptive results show that there was no association between any of the anthropometric variables and achievement (mathematics and reading comprehension) or advancing to high school without repeating a grade. However, BMI was associated with dropping out of school: children with higher BMI in 1998 were more likely to be out of school by 2001. The hierarchical multivariate analysis also showed no relationship between anthropometry and achievement at the individual level, but students with relatively higher HAZ in 1998 were more likely to be drop-outs by 2001. These results contradict prior findings that showed a positive association between anthropometric variables (especially HAZ) and education achievement. The results might be explained by the fact that the study was carried out at very poor sites, at altitudes between 3000 and 3500 meters above sea level. The scarce studies about development in high altitudes suggest that the patterns for height and weight for children and adolescents are different than at sea level. Another possible explanation has to do with the fact that in the contexts studied, children who are perceived as relatively heavier (BMI) or taller (HAZ) might be expected to be out of school and start working (in fact, this was the primary reason given by children for dropping out of school).

Critical combinations of radiation dose and volume predict intelligence quotient and academic achievement scores after craniospinal irradiation in children with medulloblastoma.

Science.gov (United States)

Merchant, Thomas E; Schreiber, Jane E; Wu, Shengjie; Lukose, Renin; Xiong, Xiaoping; Gajjar, Amar

2014-11-01

To prospectively follow children treated with craniospinal irradiation to determine critical combinations of radiation dose and volume that would predict for cognitive effects. Between 1996 and 2003, 58 patients (median age 8.14 years, range 3.99-20.11 years) with medulloblastoma received risk-adapted craniospinal irradiation followed by dose-intense chemotherapy and were followed longitudinally with multiple cognitive evaluations (through 5 years after treatment) that included intelligence quotient (estimated intelligence quotient, full-scale, verbal, and performance) and academic achievement (math, reading, spelling) tests. Craniospinal irradiation consisted of 23.4 Gy for average-risk patients (nonmetastatic) and 36-39.6 Gy for high-risk patients (metastatic or residual disease >1.5 cm(2)). The primary site was treated using conformal or intensity modulated radiation therapy using a 2-cm clinical target volume margin. The effect of clinical variables and radiation dose to different brain volumes were modeled to estimate cognitive scores after treatment. A decline with time for all test scores was observed for the entire cohort. Sex, race, and cerebrospinal fluid shunt status had a significant impact on baseline scores. Age and mean radiation dose to specific brain volumes, including the temporal lobes and hippocampi, had a significant impact on longitudinal scores. Dichotomized dose distributions at 25 Gy, 35 Gy, 45 Gy, and 55 Gy were modeled to show the impact of the high-dose volume on longitudinal test scores. The 50% risk of a below-normal cognitive test score was calculated according to mean dose and dose intervals between 25 Gy and 55 Gy at 10-Gy increments according to brain volume and age. The ability to predict cognitive outcomes in children with medulloblastoma using dose-effects models for different brain subvolumes will improve treatment planning, guide intervention, and help estimate the value of newer methods of irradiation. Copyright © 2014

Multiple metal accumulation as a factor in learning achievement within various New Orleans elementary school communities

International Nuclear Information System (INIS)

Mielke, H.W.; Berry, K.J..; Mielke, P.W.; Powell, E.T.; Gonzales, C.R.

2005-01-01

In New Orleans, the elementary school system is divided into attendance districts with established boundaries that define student enrollment among schools. This study concerns environmental quality as defined by amount of soil metals (Pb, Zn, Cd, Ni, Mn, Cu, Co, Cr, and V) in attendance district elementary school communities (n=111) paired with learning achievement as measured by individual test scores (n=32,741) of students enrolled at each school. The Louisiana Educational Assessment Program (LEAP) 4th grade scores measure learning achievement for English language arts, social studies, mathematics, and science. The best fit between environmental quality and higher learning achievement is found to be inversely associated with the sum of the metals or multiple metal accumulations (MMA) in New Orleans communities. The P values for MMA partitions for ELA, SOC, MAT, and SCI are 0.57x10 -7 , 0.29x10 -8 , 0.41x10 -6 , and 0.17x10 -8 , respectively. Efforts to prevent childhood metal exposure should improve New Orleanians' learning achievement as measured by the LEAP scores and thereby enhance the socioeconomic situation in contaminated communities. This study establishes global relationships between LEAP scores in schools and soil metal concentrations in school neighborhoods. However, these data do not allow relating of the LEAP scores with metal levels for individual students

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

Science.gov (United States)

Pruitt, Stephen L.; Wallace, Carolyn S.

2012-06-01

This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.

Multiple intelligences and alternative teaching strategies: The effects on student academic achievement, conceptual understanding, and attitude

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Baragona, Michelle

The purpose of this study was to investigate the interactions between multiple intelligence strengths and alternative teaching methods on student academic achievement, conceptual understanding and attitudes. The design was a quasi-experimental study, in which students enrolled in Principles of Anatomy and Physiology, a developmental biology course, received lecture only, problem-based learning with lecture, or peer teaching with lecture. These students completed the Multiple Intelligence Inventory to determine their intelligence strengths, the Students' Motivation Toward Science Learning questionnaire to determine student attitudes towards learning in science, multiple choice tests to determine academic achievement, and open-ended questions to determine conceptual understanding. Effects of intelligence types and teaching methods on academic achievement and conceptual understanding were determined statistically by repeated measures ANOVAs. No significance occurred in academic achievement scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in logical-mathematical, interpersonal, kinesthetic, and intrapersonal intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by problem-based learning (PBL) as compared to peer teaching (PT). No significance occurred in conceptual understanding scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in musical, kinesthetic, intrapersonal, and spatial intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by lecture as compared to PBL. Students with

An application of belief-importance theory in the domain of academic achievement.

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Petrides, K V; Frederickson, Norah

2011-03-01

BACKGROUND. Belief-importance (belimp; Petrides, 2010a,b) theory posits that personality traits confer on the individual a propensity to perceive convergences and divergences between their belief that they can attain goals and the importance that they place on these goals. The theory suggests that these convergences and divergences have important implications for affect, motivation, and action. AIMS. To test belimp theory using performance-based criteria relating to academic achievement and constructs from the personality domain. SAMPLES. Two hundred and forty-two students, of whom 121 were male and 117 were female (4 unreported). They were approximately 18 years old at the time of testing. METHODS. Data were collected on the belief and importance of academic achievement, the Giant Three personality dimensions, and trait emotional intelligence (trait EI). Academic achievement was operationalized via Key Stage 3 and A-level assessment results. RESULTS. Four hypotheses concerning academic achievement were tested and confirmed, with the Motivation quadrant scoring higher than the other three belimp quadrants (Hubris, Depression, and Apathy). Four hypotheses concerning personality were tested, of which two were confirmed, with the Hubris quadrant scoring highest on psychoticism and the Depression quadrant scoring highest on neuroticism. Four hierarchical regressions demonstrated the incremental validity of the belief and importance belimp coordinates over the Giant Three personality dimensions in the prediction of academic achievement. CONCLUSIONS. The results are encouraging for belimp theory and complement similarly supportive findings in Petrides (2010b,c). ©2010 The British Psychological Society.

English Language Proficiency Tests and Academic Achievement: A Study on the Malaysian University English Test as a Predictor of Technical Programme Undergraduates Academic Achievement

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Nurhazlini Rahmat

2015-02-01

Full Text Available In the Malaysian education system, English has always played an important role. In acknowledging its importance, Malaysian University English Test (MUET has been introduced to enable continued emphasis on this role.  MUET has been made compulsory for those who wish to pursue a first degree programme in local universities. This study aims to examine the relationship between English language proficiency test (as measured by MUET bands to predict the undergraduates academic achievement (as measured by Cumulative Grade Point Average score. It also aims to determine the recommended MUET band as an entry requirement for prospective technical programme undergraduates in Universiti Putra Malaysia (UPM. The study was carried out among 225 final year undergraduates of five different faculties in UPM, namely Faculty of Engineering, Faculty of Forestry, Faculty of Biotechnology and Biomolecular, Faculty of Food Science and Technology, and Faculty of Veterinary Medicine.  The data used were obtained by administering a brief questionnaire and were quantitatively analysed using Statistical Package for Social Science (SPSS version 19.  The study revealed that there is a medium positive correlation between English language proficiency and academic achievement where students who have scored higher bands for MUET are the ones who obtained higher CGPA in their study. Based on the findings, it is recommended that UPM and other local universities make changes towards the minimum MUET entry requirement to help prospective undergraduates excel in their academic study. Keywords: English language proficiency, academic achievement, technical programme, MUET, CGPA

Achievement goals and perfectionism of high school students

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Milojević Milica

2009-01-01

Full Text Available This research has been investigating one of the most contemporary approaches of achievement motivation - Achievement Goal Theory, which uses the construct of achievement goals. The construct of achievement goals involves three types of achievement goals: mastery goals, performance approach goals and performance avoidance goals. The main goal of the research was to examine correlation between perfectionism and its aspects with particular types of achievement goals. Also, the goal was to investigate the difference concerning gender regarding the achievement goals. The sample consisted of 200 senior year high school participants. The following instruments were used: Multi-dimensional scale of perfectionism (MSP and Test of achievement goals (TCP. The research results indicate that there is significant positive correlation between: perfectionism with performance approach goals and performance avoidance goals, concern over mistakes and parental expectations with performance approach goals and performance avoidance goals, personal standards and organization with mastery goals and performance approach goals, parental criticism and doubts about action with performance avoidance goals. Significant negative correlation was found between parental criticism and mastery goals. The results concerning the second goal indicates the female subjects have higher average scores in mastery goals.

Multimodal Personal Verification Using Likelihood Ratio for the Match Score Fusion

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Long Binh Tran

2017-01-01

Full Text Available In this paper, the authors present a novel personal verification system based on the likelihood ratio test for fusion of match scores from multiple biometric matchers (face, fingerprint, hand shape, and palm print. In the proposed system, multimodal features are extracted by Zernike Moment (ZM. After matching, the match scores from multiple biometric matchers are fused based on the likelihood ratio test. A finite Gaussian mixture model (GMM is used for estimating the genuine and impostor densities of match scores for personal verification. Our approach is also compared to some different famous approaches such as the support vector machine and the sum rule with min-max. The experimental results have confirmed that the proposed system can achieve excellent identification performance for its higher level in accuracy than different famous approaches and thus can be utilized for more application related to person verification.

The Effects of Head Start on Children's Kindergarten Retention, Reading and Math Achievement in Fall Kindergarten--An Application of Propensity Score Method and Sensitivity Analysis

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Dong, Nianbo

2009-01-01

Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), this paper applied optimal propensity score matching method to evaluate the effects of Head Start on children's kindergarten retention, reading and math achievement in fall kindergarten comparing with center-based care. Both parametric and nonparametric…

Students' Commitment, Engagement and Locus of Control as Predictor of Academic Achievement at Higher Education Level

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Sarwar, Muhammad; Ashrafi, Ghulam Muhammad

2014-01-01

The purpose of this study was to analyze Students' Commitment, Engagement and Locus of Control as predictors of Academic Achievement at Higher Education Level. We used analytical model and conclusive research approach to conduct study and survey method for data collection. We selected 369 students using multistage sampling technique from three…

Do Children in Montessori Schools Perform Better in the Achievement Test? A Taiwanese Perspective

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Peng, Hsin-Hui; Md-Yunus, Sham'ah

2014-01-01

The study examines whether elementary school students in Taiwan who had received Montessori education achieved significantly higher scores on tests of language arts, math, and social studies than students who attended non-Montessori elementary programs. One hundred ninety six children in first, second, and third grade participated in the study.…

Regional 18F-Fluorodeoxyglucose Hypometabolism is Associated with Higher Apathy Scores Over Time in Early Alzheimer Disease.

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Gatchel, Jennifer R; Donovan, Nancy J; Locascio, Joseph J; Becker, J Alex; Rentz, Dorene M; Sperling, Reisa A; Johnson, Keith A; Marshall, Gad A

2017-07-01

Apathy is among the earliest and most pervasive neuropsychiatric symptoms in prodromal and mild Alzheimer disease (AD) dementia that correlates with functional impairment and disease progression. We investigated the association of apathy with regional 18F-fluorodeoxyglucose (FDG) metabolism in cognitively normal, mild cognitive impairment, and AD dementia subjects from the Alzheimer's Disease Neuroimaging Initiative database. Cross-sectional and longitudinal studies. 57 North American research sites. 402 community dwelling elders. Apathy was assessed using the Neuropsychiatric Inventory Questionnaire. Baseline FDG metabolism in five regions implicated in the neurobiology of apathy and AD was investigated in relationship to apathy at baseline (cross-sectional general linear model) and longitudinally (mixed random/fixed effect model). Covariates included age, sex, diagnosis, apolipoprotein E genotype, premorbid intelligence, cognition, and antidepressant use. Cross-sectional analysis revealed that posterior cingulate hypometabolism, diagnosis, male sex, and antidepressant use were associated with higher apathy scores. Longitudinal analysis revealed that the interaction of supramarginal hypometabolism and time, posterior cingulate hypometabolism, and antidepressant use were associated with higher apathy scores across time; only supramarginal hypometabolism was positively related to rate of increase of apathy. Results support an association of apathy with hypometabolism in parietal regions commonly affected in early stages of AD, rather than medial frontal regions implicated in the neurobiology of apathy in later stages. Further work is needed to substantiate whether this localization is specific to apathy rather than to disease stage, and to investigate the potential role of AD proteinopathies in the pathogenesis of apathy. Copyright © 2017 American Association for Geriatric Psychiatry. Published by Elsevier Inc. All rights reserved.

Cluster (school) RCT of ParentCorps: impact on kindergarten academic achievement.

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Brotman, Laurie Miller; Dawson-McClure, Spring; Calzada, Esther J; Huang, Keng-Yen; Kamboukos, Dimitra; Palamar, Joseph J; Petkova, Eva

2013-05-01

To evaluate the impact of an early childhood, family-centered, school-based intervention on children's kindergarten academic achievement. This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome). Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen's d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen's d = 0.25, mean difference = 5.65, SE = 2.34, P = .01). Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods.

Selected factors associated with achievement of biology preparatory students and their follow-up to higher level biology courses

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Biermann, Carol A.; Sarinsky, Gary B.

This study was undertaken to determine whether a biology preparatory course given at an urban community college was helping students to develop the proper skills and background necessary for them to successfully complete follow-up courses in biology. A group of students who enrolled in a biology preparatory course, and subsequently, a follow-up anatomy and physiology or general biology course (experimental group) was compared to a group of students who should have registered for the preparatory course, but who enrolled directly into the anatomy and physiology or general biology course (control group). It was shown that there was no significant difference in their anatomy and physiology or general biology grades. Furthermore, only 16% of the initial group of preparatory students enrolled in and passed a follow-up biology course. Examination of the preparatory group using discriminant analysis ascertained that mathematics score was the principle discriminator between pass/fail groups. A stepwise multiple regression analysis of the variables explaining the preparatory grade showed that mathematics score, reading score, and type of high school degree explained 33% of the variance. Of the students who did pass the preparatory course and enrolled in a follow-up biology class, their preparatory grade was a good predictor of their achievement (measured by follow-up course grade), as determined by multiple regression.

The Changes of Students’ Toefl Score After One Year Learning

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Ienneke Indra Dewi

2015-10-01

Full Text Available BINUS students are supposed to increase their English competence indicated by their TOEFL scores. This paper aims to observe the differences between studens TOEFL scores obtained when they entered BINUS and the scores after they joined TOEFL courses at BINUS for one year. The participants were 121 students. The data for the entrance test were taken from the BINUS data center and the final test data were taken from their final test at English class. The data were analysed using statistics especially the descriptive statistics, comparing means, and correlation. To support the quantative data, a set of questionnaires was distributed to those 121 students. The results show that the students’ TOEFL scores have increased significantly in the final test compared to those in the entrance test. The low achiever students showed a better performance than the higher ones. Students’ motivation and background support their English study. Students proved to have the most problem in listening. The results of the research are expected to be the input for English lecturers to improve their teaching especially the existence of SALLC (Self Access Language Learning Center. 

Critical Combinations of Radiation Dose and Volume Predict Intelligence Quotient and Academic Achievement Scores After Craniospinal Irradiation in Children With Medulloblastoma

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Merchant, Thomas E., E-mail: thomas.merchant@stjude.org [Division of Radiation Oncology, St. Jude Children' s Research Hospital, Memphis, Tennessee (United States); Schreiber, Jane E. [Department of Psychology, St. Jude Children' s Research Hospital, Memphis, Tennessee (United States); Wu, Shengjie [Department of Biostatistcs, St. Jude Children' s Research Hospital, Memphis, Tennessee (United States); Lukose, Renin [Division of Radiation Oncology, St. Jude Children' s Research Hospital, Memphis, Tennessee (United States); Xiong, Xiaoping [Department of Biostatistcs, St. Jude Children' s Research Hospital, Memphis, Tennessee (United States); Gajjar, Amar [Department of Oncology, St. Jude Children' s Research Hospital, Memphis, Tennessee (United States)

2014-11-01

Purpose: To prospectively follow children treated with craniospinal irradiation to determine critical combinations of radiation dose and volume that would predict for cognitive effects. Methods and Materials: Between 1996 and 2003, 58 patients (median age 8.14 years, range 3.99-20.11 years) with medulloblastoma received risk-adapted craniospinal irradiation followed by dose-intense chemotherapy and were followed longitudinally with multiple cognitive evaluations (through 5 years after treatment) that included intelligence quotient (estimated intelligence quotient, full-scale, verbal, and performance) and academic achievement (math, reading, spelling) tests. Craniospinal irradiation consisted of 23.4 Gy for average-risk patients (nonmetastatic) and 36-39.6 Gy for high-risk patients (metastatic or residual disease >1.5 cm{sup 2}). The primary site was treated using conformal or intensity modulated radiation therapy using a 2-cm clinical target volume margin. The effect of clinical variables and radiation dose to different brain volumes were modeled to estimate cognitive scores after treatment. Results: A decline with time for all test scores was observed for the entire cohort. Sex, race, and cerebrospinal fluid shunt status had a significant impact on baseline scores. Age and mean radiation dose to specific brain volumes, including the temporal lobes and hippocampi, had a significant impact on longitudinal scores. Dichotomized dose distributions at 25 Gy, 35 Gy, 45 Gy, and 55 Gy were modeled to show the impact of the high-dose volume on longitudinal test scores. The 50% risk of a below-normal cognitive test score was calculated according to mean dose and dose intervals between 25 Gy and 55 Gy at 10-Gy increments according to brain volume and age. Conclusions: The ability to predict cognitive outcomes in children with medulloblastoma using dose-effects models for different brain subvolumes will improve treatment planning, guide intervention, and help

Critical Combinations of Radiation Dose and Volume Predict Intelligence Quotient and Academic Achievement Scores After Craniospinal Irradiation in Children With Medulloblastoma

International Nuclear Information System (INIS)

Merchant, Thomas E.; Schreiber, Jane E.; Wu, Shengjie; Lukose, Renin; Xiong, Xiaoping; Gajjar, Amar

2014-01-01

Purpose: To prospectively follow children treated with craniospinal irradiation to determine critical combinations of radiation dose and volume that would predict for cognitive effects. Methods and Materials: Between 1996 and 2003, 58 patients (median age 8.14 years, range 3.99-20.11 years) with medulloblastoma received risk-adapted craniospinal irradiation followed by dose-intense chemotherapy and were followed longitudinally with multiple cognitive evaluations (through 5 years after treatment) that included intelligence quotient (estimated intelligence quotient, full-scale, verbal, and performance) and academic achievement (math, reading, spelling) tests. Craniospinal irradiation consisted of 23.4 Gy for average-risk patients (nonmetastatic) and 36-39.6 Gy for high-risk patients (metastatic or residual disease >1.5 cm 2 ). The primary site was treated using conformal or intensity modulated radiation therapy using a 2-cm clinical target volume margin. The effect of clinical variables and radiation dose to different brain volumes were modeled to estimate cognitive scores after treatment. Results: A decline with time for all test scores was observed for the entire cohort. Sex, race, and cerebrospinal fluid shunt status had a significant impact on baseline scores. Age and mean radiation dose to specific brain volumes, including the temporal lobes and hippocampi, had a significant impact on longitudinal scores. Dichotomized dose distributions at 25 Gy, 35 Gy, 45 Gy, and 55 Gy were modeled to show the impact of the high-dose volume on longitudinal test scores. The 50% risk of a below-normal cognitive test score was calculated according to mean dose and dose intervals between 25 Gy and 55 Gy at 10-Gy increments according to brain volume and age. Conclusions: The ability to predict cognitive outcomes in children with medulloblastoma using dose-effects models for different brain subvolumes will improve treatment planning, guide intervention, and help estimate

The relationship between twelve-month home stimulation and school achievement.

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van Doorninck, W J; Caldwell, B M; Wright, C; Frankenburg, W K

1981-09-01

Home Observation for Measurement of the Environment (HOME) was designed to reflect parental support of early cognitive and socioemotional development. 12-month HOME scores were correlated with elementary school achievement, 5--9 years later. 50 low-income children were rank ordered by a weighted average of centile estimates of achievement test scores, letter grades, and curriculum levels in reading and math. 24 children were classified as having significant school achievement problems. The HOME total score correlated significantly, r = .37, with school centile scores among the low-income families. The statistically more appropriate contingency table analysis revealed a 68% correct classification rate and a significantly reduced error rate over random or blanket prediction. The results supported the predictive value of the 12-month HOME for school achievement among low-income families. In an additional sample of 21 middle-income families, there was insufficient variability among HOME scores to allow prediction. The HOME total scores were highly correlated, r = .86, among siblings tested at least 10 months apart.

The Influence of Building Block Play on Mathematics Achievement and Logical and Divergent Thinking in Italian Primary School Mathematics Classes

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Pirrone, Concetta; Tienken, Christopher H.; Pagano, Tatiana; Di Nuovo, Santo

2018-01-01

In an experimental study to explain the effect of structured Building Block Play with LEGO™ bricks on 6-year-old student mathematics achievement and in the areas of logical thinking, divergent thinking, nonverbal reasoning, and mental imagery, students in the experimental group scored significantly higher (p = 0.05) in mathematics achievement and…

Self-regulated learning strategies used in surgical clerkship and the relationship with clinical achievement.

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Turan, Sevgi; Konan, Ali

2012-01-01

Self-regulated learning indicates students' skills in controlling their own learning. Self-regulated learning, which a context-specific process, emphasizes autonomy and control. Students gain more autonomy with respect to learning in the clinical years. Examining the self-regulated learning skills of students in this period will provide important clues about the level at which students are ready to use these skills in real-life conditions. The self-regulated learning strategies used by medical students in surgical clerkship were investigated in this study and their relation with clinical achievement was analyzed. The study was conducted during the surgery clerkship of medical students. The participation rate was 94% (309 students). Motivated Strategies for Learning Questionnaire (MSLQ), a case-based examination, Objective Structured Clinical Examination (OSCE), and tutor evaluations for assessing achievement were used. The relationship between the Motivated Strategies for Learning Questionnaire scores of the students and clinical achievement was analyzed with multilinear regression analysis. The findings showed that students use self-regulated learning skills at medium levels during their surgery clerkship. A relationship between these skills and OSCE scores and tutor evaluations was determined. OSCE scores of the students were observed to increase in conjunction with increased self-efficacy levels. However, as students' beliefs regarding control over learning increased, OSCE scores decreased. No significant relationship was defined between self-regulated learning skills and case-based examination scores. We observed that a greater self-efficacy for learning resulted in higher OSCE scores. Conversely, students who believe that learning is a result of their own effort had lower OSCE scores. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

An ecological study of food desert prevalence and 4th grade academic achievement in New York State school districts

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Seth E. Frndak

2014-12-01

Full Text Available Background. This ecological study examines the relationship between food desert prevalence and academic achievement at the school district level. Design and methods. Sample included 232 suburban and urban school districts in New York State. Multiple open-source databases were merged to obtain: 4th grade science, English and math scores, school district demographic composition (NYS Report Card, regional socioeconomic indicators (American Community Survey, school district quality (US Common Core of Data, and food desert data (USDA Food Desert Atlas. Multiple regression models assessed the percentage of variation in achievement scores explained by food desert variables, after controlling for additional predictors.Results. The proportion of individuals living in food deserts significantly explained 4th grade achievement scores, after accounting for additional predictors. School districts with higher proportions of individuals living in food desert regions demonstrated lower 4th grade achievement across science, English and math. Conclusions. Food deserts appear to be related to academic achievement at the school district level among urban and suburban regions. Further research is needed to better understand how food access is associated with academic achievement at the individual level.

ESL Placement and Schools: Effects on Immigrant Achievement.

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Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra; Frisco, Michelle

2009-05-01

In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn.

Assessment of three risk evaluation systems for patients aged ≥70 in East China: performance of SinoSCORE, EuroSCORE II and the STS risk evaluation system.

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Shan, Lingtong; Ge, Wen; Pu, Yiwei; Cheng, Hong; Cang, Zhengqiang; Zhang, Xing; Li, Qifan; Xu, Anyang; Wang, Qi; Gu, Chang; Zhang, Yangyang

2018-01-01

To assess and compare the predictive ability of three risk evaluation systems (SinoSCORE, EuroSCORE II and the STS risk evaluation system) in patients aged ≥70, and who underwent coronary artery bypass grafting (CABG) in East China. Three risk evaluation systems were applied to 1,946 consecutive patients who underwent isolated CABG from January 2004 to September 2016 in two hospitals. Patients were divided into two subsets according to their age: elderly group (age ≥70) with a younger group (age evaluation system were 0.78(0.64)%, 1.43(1.14)% and 0.78(0.77)%, respectively. SinoSCORE achieved the best discrimination (the area under the receiver operating characteristic curve (AUC) = 0.829), followed by the STS risk evaluation system (AUC = 0.790) and EuroSCORE II (AUC = 0.769) in the entire cohort. In the elderly group, the observed mortality rate was 4.82% while it was 1.38% in the younger group. SinoSCORE (AUC = .829) also achieved the best discrimination in the elderly group, followed by the STS risk evaluation system (AUC = .730) and EuroSCORE II (AUC = 0.640) while all three risk evaluation systems all had good performances in the younger group. SinoSCORE, EuroSCORE II and the STS risk evaluation system all achieved positive calibrations in the entire cohort and subsets. The performance of the three risk evaluation systems was not ideal in the entire cohort. In the elderly group, SinoSCORE appeared to achieve better predictive efficiency than EuroSCORE II and the STS risk evaluation system.

Effect of Retention in First Grade on Children’s Achievement Trajectories Over 4 Years: A Piecewise Growth Analysis Using Propensity Score Matching

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Wu, Wei; West, Stephen G.; Hughes, Jan N.

2008-01-01

The authors investigated the relatively short-term and longer term effects of grade retention in 1st grade on the growth of mathematics and reading achievement over 4 years. The authors initially identified a large multiethnic sample (n = 784) of children who were below the median in literacy at school entrance. From this sample, the authors closely matched 1 retained with 1 promoted child (n = 97 pairs) on the basis of propensity scores constructed from 72 background variables and compared g...

Women's participation in household decision-making and higher dietary diversity: findings from nationally representative data from Ghana.

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Amugsi, Dickson A; Lartey, Anna; Kimani, Elizabeth; Mberu, Blessing U

2016-05-31

Low-quality monotonous diet is a major problem confronting resource-constrained settings across the world. Starchy staple foods dominate the diets in these settings. This places the population, especially women of reproductive age, at a risk of micronutrients deficiencies. This study seeks to examine the association between women's decision-making autonomy and women's achievement of higher dietary diversity (DD) and determine the socio-demographic factors that can independently predict women's attainment of higher DD. The study used data from the 2008 Ghana Demographic and Health Survey. The participants comprised of 2262 women aged 15-49 years and who have complete dietary data. The DD score was derived from a 24-h recall of intake of foods from nine groups. The score was dichotomized into lower DD (DD ≤4) and higher (DD ≥5). Logistic regression was used to assess the association between women decision-making autonomy (final say on how to spend money, making household purchases, own health care, opinions on wife-beating, and sexual intercourse with husband) and the achievement of higher DD. The logistic regression models were adjusted for covariates at the individual and household levels. The analysis showed that women participation in decision-making regarding household purchases was significantly associated with higher DD, after adjusting for individual and household level covariates. The odds of achieving higher DD were higher among women who had a say in deciding household purchases, compared to women who did not have a say (OR = 1.74, 95 % CI = 1.24, 2.42). Women who had more than primary education were 1.6 times more likely to achieve higher DD, compared to those with no education (95 % CI = 1.12, 2.20). Compared to women who lived in polygamous households, those who lived in monogamous households had higher odds of achieving higher DD (OR = 1.42, 95 % CI = 1.04, 1.93). Net other covariates, women who have a say in making

Motivation, cognitive processing and achievement in higher education

NARCIS (Netherlands)

Bruinsma, M.

2004-01-01

This study investigated the question of whether a student's expectancy, values and negative affect influenced their deep information processing approach and achievement at the end of the first and second academic year. Five hundred and sixty-five first-year students completed a self-report

In patients suffering from idiopathic central serous chorioretinopathy, anxiety scores are higher than in healthy controls, but do not vary according to sex or repeated central serous chorioretinopathy.

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Bazzazi, Nooshin; Ahmadpanah, Mohammad; Akbarzadeh, Siamak; Seif Rabiei, Mohammad Ali; Holsboer-Trachsler, Edith; Brand, Serge

2015-01-01

Idiopathic central serous chorioretinopathy (CSCR) is a relatively common ophthalmic disorder characterized by the development of a serous detachment of the sensory retina. Psychophysiological factors may trigger or maintain CSCR, though, surprisingly, the association between CSCR and anxiety has yet to be studied. The aims of the present study were threefold: to determine whether 1) Iranian patients with CSCR have higher scores for anxiety, 2) anxiety is lower, if CSCR has been experienced twice, and whether 3) anxiety scores differ between sexes. A total of 30 patients with CSCR and 30 healthy age-and sex-matched controls took part in the study. A brief face-to-face interview was conducted covering demographic variables and history and occurrence of CSCR and assessing anxiety. Compared to healthy controls, anxiety was significantly higher in both first-time and second-time CSCR patients. In CSCR patients, anxiety scores did not differ between sexes. Higher anxiety scores were observed in Iranian patients with CSCR, irrespective of whether this was the first or second occurrence of CSCR. This suggests there is no psychological adaptation in terms of reduced anxiety among patients with repeated CSCR.

Academic achievement in children with epilepsy: a review.

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Reilly, Colin; Neville, Brian G R

2011-11-01

To examine published studies which have focussed on academic achievement in children with epilepsy with respect to prevalence rates of academic difficulties and possible correlates of academic achievement. This review examines studies which have focussed on prevalence rates of academic difficulties and correlates of academic achievement in children with epilepsy from 1990 to 2010. Prevalence rates of low academic achievement and academic underachievement are reported and correlates of academic achievement including seizure/epilepsy variables, demographic variables, and child/family variables are examined with respect to published studies. Published studies suggest that low academic achievement is more common than academic underachievement (achievement below that expected on basis of IQ scores) and it is not clear from published studies if rates of academic underachievement are significantly higher than in the general population. Clear patterns with regard to the identification of correlates of academic underachievement have not emerged although low achievement may be influenced in many cases by lower than average levels of cognitive functioning. Most studies have not focussed on the IQ-achievement discrepancy definitions of (specific) learning disability. Children with epilepsy who are experiencing academic difficulties may not qualify for formal educational supports to address these difficulties if eligibility criteria for such supports stress an IQ-achievement discrepancy. Copyright © 2011 Elsevier B.V. All rights reserved.

ENHANCING THE LISTENING MOTIVATION AND ACHIEVEMENT OF THE ELEVENTH GRADERS BY USING DRAMA MOVIES VIEWING TECHNIQUES

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Suramto Suramto

2016-09-01

Full Text Available The present study aimed to investigate whether or not there was a significant differencein students’ listening motivation and achievement after they were taught by dramamovies viewing technique. The objects of the study were 60 eleventh graders. A quasiexperimental design was used in this study.Data were collected by using motivationquestionnaire and listening achievement tests. The results showed that the students whowere treated by drama movies viewing technique achieved higher mean score inlistening motivation (80.57 and listening achievement (81.46. Drama movies viewingtechnique also gave contribution in listening motivation (31.9% and listeningachievement (61.8%.Keywords: drama movies viewing techniques, listening motivation, and listeningAchievement.

The Effect of Prior Knowledge and Gender on Physics Achievement

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Stewart, John; Henderson, Rachel

2017-01-01

Gender differences on the Conceptual Survey in Electricity and Magnetism (CSEM) have been extensively studied. Ten semesters (N=1621) of CSEM data is presented showing male students outperform female students on the CSEM posttest by 5 % (p qualitative in-semester test questions by 3 % (p = . 004), but no significant difference between male and female students was found on quantitative test questions. Male students enter the class with superior prior preparation in the subject and score 4 % higher on the CSEM pretest (p questions correctly (N=822), male and female differences on the CSEM and qualitative test questions cease to be significant. This suggests no intrinsic gender bias exists in the CSEM itself and that gender differences are the result of prior preparation measured by CSEM pretest score. Gender differences between male and female students increase with pretest score. Regression analyses are presented to further explore interactions between preparation, gender, and achievement.

The Effects of Social Identification and Organizational Identification on Student Commitment, Achievement and Satisfaction in Higher Education

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Wilkins, Stephen; Butt, Muhammad Mohsin; Kratochvil, Daniel; Balakrishnan, Melodena Stephens

2016-01-01

The purpose of this research is to investigate the effects of social and organizational identifications on student commitment, achievement and satisfaction in higher education. The sample comprised 437 students enrolled in an undergraduate or postgraduate programme in business or management. A model was developed and tested using structural…

Aligning Science Achievement and STEM Expectations for College Success: A Comparative Study of Curricular Standardization

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Siqi Han

2016-04-01

Full Text Available Lack of preparation in science leads to high rates of attrition among science, technology, engineering, and mathematics (STEM majors, even among students who are highly oriented toward STEM. Using data for twenty-seven countries from the 2006 Program for International Student Assessment, we compare the United States with other industrialized countries in terms of fifteen-year-olds’ science achievement and their expectations to focus on STEM in the future. The United States trails most countries in the mean science achievement of the general student population and among students expecting to pursue STEM majors or careers. Lack of curricular standardization in the United States is related to this lower science achievement. Countries with higher curricular standardization exhibit higher average science achievement scores; science achievement and students’ future orientation toward science are also better aligned in these countries. We discuss the implications of these findings for American colleges and universities as they seek to reduce student attrition in STEM fields.

Predicting High School Graduation for Latino Males Using Expectancy Value Theory of Motivation and Tenth Grade Reading Achievement Scores

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Knape, Erin Oakley

2010-01-01

National education data indicate that young men of color and students living in poverty are not experiencing the same academic success as their female, White, or higher socioeconomic status peers, as evidenced by low reading achievement levels and high dropout rates. Of particular concern is the underachievement of Latino males, who currently have…

Motivation, Cognitive Processing and Achievement in Higher Education

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Bruinsma, Marjon

2004-01-01

This study investigated the question of whether a student's expectancy, values and negative affect influenced their deep information processing approach and achievement at the end of the first and second academic year. Five hundred and sixty-five first-year students completed a self-report questionnaire on three different occasions. The…

THE EFFECT OF A READING COMPREHENSION SOFTWARE PROGRAM ON STUDENT ACHIEVEMENT IN MATHEMATICS

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David E. Proudfoot

2016-06-01

Full Text Available In an effort to increase student achievement, research was conducted to determine the degree in which a reading comprehension software program effected the reading and math abilities of fourth and fifth grade students. Cognitive and educational studies were examined to select a reading comprehension software program as an intervention that would produce positive results in reading comprehension and possibly transfer positive results to achievement in other academic areas, specifically in math. The effects of the intervention were measured by assigning subjects to an experimental group. The total sample consisted of 39 students who were deficient in reading comprehension, and also exposed a significant weakness with word problem items on mathematical assessments. Four instruments were used to collect data before and after the treatment to measure student achievement. To determine the degree to which the software program effected student achievement, data from the four instruments were analyzed using SPSS software. A paired-samples dependent t test and a Pearson Product Moment Correlation Coefficient was computed with ratio level data to test for a correlation between increased math scores and reading comprehension scores. Results yielded statistically significant and positive results in increasing reading comprehension skills that could possibly benefit students in reading and understanding mathematical problems. Results did not conclusively support that the increase of reading-comprehension skills had a collateral effect on students scoring higher with math word problems. The results are conducive to providing insight to educational leaders who plan to implement software as a means for increasing student achievement.

Leveraging People-Related Maturity Issues for Achieving Higher Maturity and Capability Levels

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Buglione, Luigi

During the past 20 years Maturity Models (MM) become a buzzword in the ICT world. Since the initial Crosby's idea in 1979, plenty of models have been created in the Software & Systems Engineering domains, addressing various perspectives. By analyzing the content of the Process Reference Models (PRM) in many of them, it can be noticed that people-related issues have little weight in the appraisals of the capabilities of organizations while in practice they are considered as significant contributors in traditional process and organizational performance appraisals, as stressed instead in well-known Performance Management models such as MBQA, EFQM and BSC. This paper proposes some ways for leveraging people-related maturity issues merging HR practices from several types of maturity models into the organizational Business Process Model (BPM) in order to achieve higher organizational maturity and capability levels.

Accreditation of Viet Nam's Higher Education: Achievements and Challenges after a Dozen Years of Development

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Nguyen, Huu Cuong; Evers, Colin; Marshall, Stephen

2017-01-01

Purpose: The purpose of this paper is to investigate the development of Viet Nam's approach to higher education quality assurance during the past dozen years since its establishment, focusing on the achievements and challenges. Design/methodology/approach: This is a desktop analysis study. The paper analyses the policies and practices related to…

Special education and later academic achievement.

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Ehrhardt, Jennifer; Huntington, Noelle; Molino, Janine; Barbaresi, William

2013-02-01

To determine whether grade at entry to special education is associated with improved reading achievement in children with reading disorders (RD) and whether the effect of grade at entry to special education differs by socioeconomic status (SES). The authors conducted a secondary data analysis using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally representative cohort of children followed longitudinally from kindergarten through eighth grade (1998-2007). Using data from the fifth grade wave of ECLS-K, the authors identified children with RD (n = 290). The outcome of interest was change in score on the reading achievement test, which was developed by ECLS-K staff, between first and fifth grade. Using multiple linear regression, the authors modeled outcome as a function of a child's grade at entry to special education, controlling for several covariates. Early entry to special education (by first grade vs second or third grade) was associated with larger gains in reading achievement between first and fifth grade (p special education by first grade versus second grade gained 4.5 more points on the reading achievement test (p special education by first grade versus third grade gained 1.7 more points on the reading achievement test (p special education between children from families of low and higher SES. For children with RD, early entry to special education is associated with improved reading achievement during elementary school.

Money, Power, Equity and Higher Education

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Seyed Ali Enjoo

2018-03-01

Full Text Available In current issue of the Journal of Medical Education, Afshar in the Editorial “The Role of Private Sector in Higher Education; From Quantity and Quality to Access and Social Justice” proposed the importance of justice and quality. (1 It seems that there are some differences between two typesof private sector in higher education. One type of private financial support in higher education comes purely from private sector without any contribution of public sector. The second type of private finance in the higher education especially the type which has grown recently in Iranianhigher education is a type of combination between public higher education and private sector the so called international branch of the university till recent years, and nowadays called selfgoverning campus of the university. (2 In this type of private contribution to public higher education those who have no or little money must pass very hard national examination to be accepted in the university, and those who can pay the tuition fee could enter to the best schools of that university without the exam (in the firstyear of the project or by loose standards or lower cut off scores. Actually, this is an instance of the double standards.One of the elements of being equitable and avoiding discrimination is to prevent undue achievement by the owners of the power such as owners of political, religious, economic, or military power, and to avoid any distinction according to race, colour, sex, language, and etc. (3 In this type ofprivate money absorption in the higher education, while the others have no extra way to enter to the university that would lead to achievement of scientific power, the owners of the economic powers’ daughters and sons could have a special chance to achieve scientific power by the powerof their parents, and there is a different criterion to enter the university based on non-scientific differences.In such situation growing student movements against

Parental overprotection engenders dysfunctional attitudes about achievement and dependency in a gender-specific manner.

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Otani, Koichi; Suzuki, Akihito; Matsumoto, Yoshihiko; Shibuya, Naoshi; Sadahiro, Ryoichi; Enokido, Masanori

2013-12-24

It has been suggested that dysfunctional attitudes, cognitive vulnerability to depression, have developmental origins. The present study examined the effects of parental rearing on dysfunctional attitudes in three areas of life with special attention to gender specificity. The subjects were 665 Japanese healthy volunteers. Dysfunctional attitudes were assessed by the 24-item Dysfunctional Attitude Scale, which has the Achievement, Dependency and Self-control subscales. Perceived parental rearing was assessed by the Parental Bonding Instrument, which has the Care and Protection subscales. Higher scores of the Achievement (β = 0.293, p overprotection engenders dysfunctional attitudes about achievement and dependency in a gender-specific manner.

Heart valve surgery: EuroSCORE vs. EuroSCORE II vs. Society of Thoracic Surgeons score

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Muhammad Sharoz Rabbani

2014-12-01

Full Text Available Background This is a validation study comparing the European System for Cardiac Operative Risk Evaluation (EuroSCORE II with the previous additive (AES and logistic EuroSCORE (LES and the Society of Thoracic Surgeons’ (STS risk prediction algorithm, for patients undergoing valve replacement with or without bypass in Pakistan. Patients and Methods Clinical data of 576 patients undergoing valve replacement surgery between 2006 and 2013 were retrospectively collected and individual expected risks of death were calculated by all four risk prediction algorithms. Performance of these risk algorithms was evaluated in terms of discrimination and calibration. Results There were 28 deaths (4.8% among 576 patients, which was lower than the predicted mortality of 5.16%, 6.96% and 4.94% by AES, LES and EuroSCORE II but was higher than 2.13% predicted by STS scoring system. For single and double valve replacement procedures, EuroSCORE II was the best predictor of mortality with highest Hosmer and Lemmeshow test (H-L p value (0.346 to 0.689 and area under the receiver operating characteristic (ROC curve (0.637 to 0.898. For valve plus concomitant coronary artery bypass grafting (CABG patients actual mortality was 1.88%. STS calculator came out to be the best predictor of mortality for this subgroup with H-L p value (0.480 to 0.884 and ROC (0.657 to 0.775. Conclusions For Pakistani population EuroSCORE II is an accurate predictor for individual operative risk in patients undergoing isolated valve surgery, whereas STS performs better in the valve plus CABG group.

A knowledge-based theory of rising scores on "culture-free" tests.

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Fox, Mark C; Mitchum, Ainsley L

2013-08-01

Secular gains in intelligence test scores have perplexed researchers since they were documented by Flynn (1984, 1987). Gains are most pronounced on abstract, so-called culture-free tests, prompting Flynn (2007) to attribute them to problem-solving skills availed by scientifically advanced cultures. We propose that recent-born individuals have adopted an approach to analogy that enables them to infer higher level relations requiring roles that are not intrinsic to the objects that constitute initial representations of items. This proposal is translated into item-specific predictions about differences between cohorts in pass rates and item-response patterns on the Raven's Matrices (Flynn, 1987), a seemingly culture-free test that registers the largest Flynn effect. Consistent with predictions, archival data reveal that individuals born around 1940 are less able to map objects at higher levels of relational abstraction than individuals born around 1990. Polytomous Rasch models verify predicted violations of measurement invariance, as raw scores are found to underestimate the number of analogical rules inferred by members of the earlier cohort relative to members of the later cohort who achieve the same overall score. The work provides a plausible cognitive account of the Flynn effect, furthers understanding of the cognition of matrix reasoning, and underscores the need to consider how test-takers select item responses. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Family, school, and community factors and relationships to racial-ethnic attitudes and academic achievement.

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Smith, Emilie Phillips; Atkins, Jacqueline; Connell, Christian M

2003-09-01

This study examined family, school, and community factors and the relationships to racial-ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial-ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, and child racial-ethnic attitudes. Path analysis was used to investigate ecological variables potentially related to children's racial-ethnic attitudes and achievement. Parental education and level of racial-ethnic pride were correlated and both were related to children's achievement though in the final path model, only the path from parental education level was statistically significant. Children whose teachers exhibited higher levels of racial-ethnic trust and perceived fewer barriers due to race and ethnicity evidenced more trust and optimism as well. Children living in communities with higher proportions of college-educated residents also exhibited more positive racial-ethnic attitudes. For children, higher racial-ethnic pride was related to higher achievement measured by grades and standardized test scores, while racial distrust and perception of barriers due to race were related to reduced performance. This study suggests that family, school, and community are all important factors related to children's racial-ethnic attitudes and also to their academic achievement.

Advance organizers in a gross anatomy dissection course and their effects on academic achievement.

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Chung, Eun-Kyung; Nam, Kwang-Il; Oh, Sun-A; Han, Eui-Ryoung; Woo, Young-Jong; Hitchcock, Maurice A

2013-04-01

We presented two kinds of advance organizers (AOs), video clips and prosection, for a gross anatomy dissection course and compared their effects on academic achievement and student perception of the learning experience. In total, 141 students at Chonnam National University Medical School were randomly assigned to two groups: Group 1 (n = 70) was provided with video clips AO, whereas Group 2 (n = 71) was provided with prosection AO, the use of cadaveric specimens dissected by the course instructor. Student self-assessment scores regarding the learning objectives of upper limb anatomy improved significantly in both groups. Academic achievement scores in Group 2 were significantly higher than those in Group 1, although the self-assessment scores were not significantly different between the groups. Additionally, students in Group 2 responded significantly more positively to the statements about perception of the learning experience such as helping them understand the course content and concepts, decreasing anxiety about the dissection course, and participating actively in the dissection. It would seem that the application of prosection as an AO improved academic achievement and increased student engagement and satisfaction. This study will contribute to designing effective AOs and developing a teaching and learning strategy for a gross anatomy dissection course. Copyright © 2012 Wiley Periodicals, Inc.

Effects of Student Population Density on Academic Achievement in Georgia Elementary Schools.

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Swift, Diane O'Rourke

The purpose of this study was to determine the relationship between school density and achievement test scores. The study utilized a bipolar sample in order to include schools whose achievement scores were at the top and bottom of the population spectrum when considering Iowa Tests of Basic Skills (ITBS) scores. Based on comparing test scores and…

A Study of the Relationship between the ACT College Mathematics Readiness Standard and College Mathematics Achievement

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Harwell, Michael; Moreno, Mario; Post, Thomas

2016-01-01

This study examined the relationship between the American College Testing (ACT) college mathematics readiness standard and college mathematics achievement using a sample of students who met or exceeded the minimum 3 years high school mathematics coursework recommended by ACT. According to ACT, a student who scores 22 or higher on the ACT…

Student-generated illustrations and written narratives of biological science concepts: The effect on community college life science students' achievement in and attitudes toward science

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Harvey, Robert Christopher

The purpose of this study was to determine the effects of two conceptually based instructional strategies on science achievement and attitudes of community college biological science students. The sample consisted of 277 students enrolled in General Biology 1, Microbiology, and Human Anatomy and Physiology 1. Control students were comprised of intact classes from the 2005 Spring semester; treatment students from the 2005 Fall semester were randomly assigned to one of two groups within each course: written narrative (WN) and illustration (IL). WN students prepared in-class written narratives related to cell theory and metabolism, which were taught in all three courses. IL students prepared in-class illustrations of the same concepts. Control students received traditional lecture/lab during the entire class period and neither wrote in-class descriptions nor prepared in-class illustrations of the targeted concepts. All groups were equivalent on age, gender, ethnicity, GPA, and number of college credits earned and were blinded to the study. All interventions occurred in class and no group received more attention or time to complete assignments. A multivariate analysis of covariance (MANCOVA) via multiple regression was the primary statistical strategy used to test the study's hypotheses. The model was valid and statistically significant. Independent follow-up univariate analyses relative to each dependent measure found that no research factor had a significant effect on attitude, but that course-teacher, group membership, and student academic characteristics had a significant effect (p < .05) on achievement: (1) Biology students scored significantly lower in achievement than A&P students; (2) Microbiology students scored significantly higher in achievement than Biology students; (3) Written Narrative students scored significantly higher in achievement than Control students; and (4) GPA had a significant effect on achievement. In addition, given p < .08: (1

Sex differences in mathematical achievement: Grades, national test, and self-confidence

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Egorova, Marina S.

2016-09-01

Full Text Available Academic achievement, which is inherently an indicator of progress in the curriculum, can also be viewed as an indirect measure of cognitive development, social adaptation, and motivational climate characteristics. In addition to its direct application, academic achievement is used as a mediating factor in the study of various phenomena, from the etiology of learning disabilities to social inequality. Analysis of sex differences in mathematical achievement is considered particularly important for exploring academic achievement, since creating an adequate educational environment with equal opportunities for boys and girls serves as a prerequisite for improving the overall mathematical and technical literacy that is crucial for modern society, creates balanced professional opportunities, and destroys traditional stereotypes about the roles of men and women in society. The objective of our research was to analyze sex differences in mathematical achievement among high school students and to compare various methods for diagnosing academic performance, such as school grades, test scores, and self-concept. The results were obtained through two population studies whose samples are representative of the Russian population in the relevant age group. Study 1 looked at sex differences in math grades among twins (n = 1,234 pairs and singletons (n = 2,227 attending high school. The sample of Study 2 comprised all twins who took the Unified State Examination in 2010–2012. The research analyzed sex differences in USE math scores across the entire sample and within the extreme subgroups. It also explored differences between boys and girls in opposite-sex dizygotic (DZ twin pairs. The key results were as follows. No difference in mathematical achievement was observed between twins and singletons. Sex differences were found in all measures of mathematical achievement. Girls had higher school grades in math than boys, while boys outperformed girls in USE math

Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries

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Kaya, Sibel; Rice, Diana C.

2010-07-01

This study examined the effects of individual student factors and classroom factors on elementary science achievement within and across five countries. The student-level factors included gender, self-confidence in science and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the USA and four other countries, Singapore, Japan, Australia and Scotland, were reported. Multilevel effects were examined through Hierarchical Linear Modelling, using the Trends in International Mathematics and Science Study 2003 fourth grade dataset. Overall, the results showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student level, higher levels of home resources and self-confidence and at the classroom level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the USA and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the USA and Australia. Recommendations for practice and policy were discussed.

QRS Score at Presentation Electrocardiogram Is Correlated With Infarct Size and Mortality in ST-Segment Elevation Myocardial Infarction Patients Undergoing Primary Percutaneous Coronary Intervention.

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Shiomi, Hiroki; Kosuge, Masami; Morimoto, Takeshi; Watanabe, Hiroki; Taniguchi, Tomohiko; Nakatsuma, Kenji; Toyota, Toshiaki; Yamamoto, Erika; Shizuta, Satoshi; Tada, Tomohisa; Furukawa, Yutaka; Nakagawa, Yoshihisa; Ando, Kenji; Kadota, Kazushige; Kimura, Kazuo; Kimura, Takeshi

2017-07-25

In ST-segment elevation myocardial infarction (STEMI), QRS score at presentation ECG may reflect the progression of infarction and facilitate prediction of the degree of myocardial salvage achieved by reperfusion therapy.Methods and Results:Admission electrocardiogram (ECG) was studied in 2,607 patients with STEMI undergoing primary percutaneous coronary intervention (PCI) within 24 h of symptom onset. Patients were classified into 3 groups according to QRS score: low (0-3, n=1,227), intermediate (4-7, n=810), and high (≥8, n=570). An increase of infarct size estimated by median peak creatine phosphokinase was observed as QRS score increased (low score, 1,836 IU/L; inter-quartile range (IQR), 979-3,190 IU/L; intermediate score, 2,488 IU/L; IQR, 1,126-4,640 IU/L; high score, 3,454 IU/L; IQR, 1,759-5,639 IU/L; P<0.001). Higher QRS score was associated with higher long-term mortality (low, intermediate, and high score, 15.6%, 19.7%, and 23.7% at 5 years, respectively; log-rank P<0.001). The positive relationship of QRS score with mortality was consistently seen when stratified by infarct location. The association of high QRS score with increased mortality was most remarkably seen in patients with early (≤2 h) presentation (low, intermediate, and high score: 16.7%, 16.6%, and 28.1% at 5 years, respectively; log-rank P<0.001). Higher QRS score at presentation ECG was associated with larger infarct size, and higher long-term mortality in patients with STEMI undergoing primary PCI. QRS score appears to be important in the early risk stratification for STEMI.

Reliability of a visual scoring system with fluorescent tracers to assess dermal pesticide exposure.

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Aragon, Aurora; Blanco, Luis; Lopez, Lylliam; Liden, Carola; Nise, Gun; Wesseling, Catharina

2004-10-01

We modified Fenske's semi-quantitative 'visual scoring system' of fluorescent tracer deposited on the skin of pesticide applicators and evaluated its reproducibility in the Nicaraguan setting. The body surface of 33 farmers, divided into 31 segments, was videotaped in the field after spraying with a pesticide solution containing a fluorescent tracer. A portable UV lamp was used for illumination in a foldaway dark room. The videos of five farmers were randomly selected. The scoring was based on a matrix with extension of fluorescent patterns (scale 0-5) on the ordinate and intensity (scale 0-5) on the abscissa, with the product of these two ranks as the final score for each body segment (0-25). Five medical students rated and evaluated the quality of 155 video images having undergone 4 h of training. Cronbach alpha coefficients and two-way random effects intraclass correlation coefficients (ICC) with absolute agreement were computed to assess inter-rater reliability. Consistency was high (Cronbach alpha = 0.96), but the scores differed substantially between raters. The overall ICC was satisfactory [0.75; 95% confidence interval (CI) = 0.62-0.83], but it was lower for intensity (0.54; 95% CI = 0.40-0.66) and higher for extension (0.80; 95% CI = 0.71-0.86). ICCs were lowest for images with low scores and evaluated as low quality, and highest for images with high scores and high quality. Inter-rater reliability coefficients indicate repeatability of the scoring system. However, field conditions for recording fluorescence should be improved to achieve higher quality images, and training should emphasize a better mechanism for the reading of body areas with low contamination.

MR-sequences for prostate cancer diagnostics: validation based on the PI-RADS scoring system and targeted MR-guided in-bore biopsy

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Schimmoeller, Lars; Quentin, Michael; Buchbender, Christian; Antoch, Gerald; Blondin, Dirk [University Dusseldorf, Medical Faculty, Department of Diagnostic and Interventional Radiology, Dusseldorf (Germany); Arsov, Christian; Hiester, Andreas; Rabenalt, Robert; Albers, Peter [University Dusseldorf, Medical Faculty, Department of Urology, Dusseldorf (Germany)

2014-10-15

This study evaluated the accuracy of MR sequences [T2-, diffusion-weighted, and dynamic contrast-enhanced (T2WI, DWI, and DCE) imaging] at 3T, based on the European Society of Urogenital Radiology (ESUR) scoring system [Prostate Imaging Reporting and Data System (PI-RADS)] using MR-guided in-bore prostate biopsies as reference standard. In 235 consecutive patients [aged 65.7 ± 7.9 years; median prostate-specific antigen (PSA) 8 ng/ml] with multiparametric prostate MRI (mp-MRI), 566 lesions were scored according to PI-RADS. Histology of all lesions was obtained by targeted MR-guided in-bore biopsy. In 200 lesions, biopsy revealed prostate cancer (PCa). The area under the curve (AUC) for cancer detection was 0.70 (T2WI), 0.80 (DWI), and 0.74 (DCE). A combination of T2WI + DWI, T2WI + DCE, and DWI + DCE achieved an AUC of 0.81, 0.78, and 0.79. A summed PI-RADS score of T2WI + DWI + DCE achieved an AUC of 0.81. For higher grade PCa (primary Gleason pattern ≥ 4), the AUC was 0.85 for T2WI + DWI, 0.84 for T2WI + DCE, 0.86 for DWI + DCE, and 0.87 for T2WI + DWI + DCE. The AUC for T2WI + DWI + DCE for transitional-zone PCa was 0.73, and for the peripheral zone 0.88. Regarding higher-grade PCa, AUC for transitional-zone PCa was 0.88, and for peripheral zone 0.96. The combination of T2WI + DWI + DCE achieved the highest test accuracy, especially in patients with higher-grade PCa. The use of ≤2 MR sequences led to lower AUC in higher-grade and peripheral-zone cancers. (orig.)

MR-sequences for prostate cancer diagnostics: validation based on the PI-RADS scoring system and targeted MR-guided in-bore biopsy

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Schimmoeller, Lars; Quentin, Michael; Buchbender, Christian; Antoch, Gerald; Blondin, Dirk; Arsov, Christian; Hiester, Andreas; Rabenalt, Robert; Albers, Peter

2014-01-01

This study evaluated the accuracy of MR sequences [T2-, diffusion-weighted, and dynamic contrast-enhanced (T2WI, DWI, and DCE) imaging] at 3T, based on the European Society of Urogenital Radiology (ESUR) scoring system [Prostate Imaging Reporting and Data System (PI-RADS)] using MR-guided in-bore prostate biopsies as reference standard. In 235 consecutive patients [aged 65.7 ± 7.9 years; median prostate-specific antigen (PSA) 8 ng/ml] with multiparametric prostate MRI (mp-MRI), 566 lesions were scored according to PI-RADS. Histology of all lesions was obtained by targeted MR-guided in-bore biopsy. In 200 lesions, biopsy revealed prostate cancer (PCa). The area under the curve (AUC) for cancer detection was 0.70 (T2WI), 0.80 (DWI), and 0.74 (DCE). A combination of T2WI + DWI, T2WI + DCE, and DWI + DCE achieved an AUC of 0.81, 0.78, and 0.79. A summed PI-RADS score of T2WI + DWI + DCE achieved an AUC of 0.81. For higher grade PCa (primary Gleason pattern ≥ 4), the AUC was 0.85 for T2WI + DWI, 0.84 for T2WI + DCE, 0.86 for DWI + DCE, and 0.87 for T2WI + DWI + DCE. The AUC for T2WI + DWI + DCE for transitional-zone PCa was 0.73, and for the peripheral zone 0.88. Regarding higher-grade PCa, AUC for transitional-zone PCa was 0.88, and for peripheral zone 0.96. The combination of T2WI + DWI + DCE achieved the highest test accuracy, especially in patients with higher-grade PCa. The use of ≤2 MR sequences led to lower AUC in higher-grade and peripheral-zone cancers. (orig.)

Achievement and Demographics of Home School Students: 1998

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Lawrence M. Rudner

1999-03-01

Full Text Available This report presents the results of the largest survey and testing program for students in home schools to date. In Spring 1998, 20,760 K-12 home school students in 11,930 families were administered either the Iowa Tests of Basic Skills (ITBS or the Tests of Achievement and Proficiency (TAP, depending on their current grade. The parents responded to a questionnaire requesting background and demographic information. Major findings include: the achievement test scores of this group of home school students are exceptionally high--the median scores were typically in the 70th to 80th percentile; 25% of home school students are enrolled one or more grades above their age-level public and private school peers; this group of home school parents has more formal education than parents in the general population; the median income for home school families is significantly higher than that of all families with children in the United States; and almost all home school students are in married couple families. Because this was not a controlled experiment, the study does not demonstrate that home schooling is superior to public or private schools and the results must be interpreted with caution. The report clearly suggests, however, that home school students do quite well in that educational environment.

Right-handers have negligibly higher IQ scores than left-handers: Systematic review and meta-analyses.

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Ntolka, Eleni; Papadatou-Pastou, Marietta

2018-01-01

The relationship between intelligence and handedness remains a matter of debate. The present study is a systematic review of 36 studies (totaling 66,108 individuals), which have measured full IQ scores in different handedness groups. Eighteen of those studies were further included in three sets of meta-analyses (totaling 20,442 individuals), which investigated differences in standardized mean IQ scores in (i) left-handers, (ii) non-right-handers, and (iii) mixed-handers compared to right-handers. The bulk of the studies included in the systematic review reported no differences in IQ scores between left- and right-handers. In the meta-analyses, statistically significant differences in mean IQ scores were detected between right-handers and left-handers, but were marginal in magnitude (d=-0.07); the data sets were found to be homogeneous. Significance was lost when the largest study was excluded. No differences in mean IQ scores were found between right-handers and non-right-handers as well as between right-handers and mixed-handers. No sex differences were found. Overall, the intelligence differences between handedness groups in the general population are negligible. Copyright © 2017 Elsevier Ltd. All rights reserved.

Instructional Style, Cognitive Processing, and Achievement Behavior Patterns of Schoolchildren

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Atasi Mohanty

2015-03-01

Full Text Available The objective of the study was to examine the performance characteristics and differences between English and Oriya medium school children on various cognitive processing, reading, academic achievement, and teacher perception measures. The sample consists of 243 schoolchildren, 120 from Grade IV and 123 from Grade VII from three different schools of Cuttack city in Orissa, India. The children were individually administered the Figure-Copying, Raven’s Progressive Matrices, Matching Familiar Figure Task, Serial Recall, Digit-Span, Wechsler’s Intelligence Scale for Children, Block Design, Cloze Reading Comprehension, and Oral Reading tasks. Classroom Achievement scores on different subjects and the teachers’ ratings about their students were also taken. Results revealed that children reading in English medium schools outperformed their Oriya medium counterparts in some cognitive measures such as Figure Copying, MFFT, RPM, and Digit-Span tasks irrespective of levels. However, the children studying in Oriya medium schools scored higher in Reading Comprehension task and commit less error compared with their English medium counterparts. However, in case of academic achievement measures at primary level, the Oriya medium children performed better in social science, whereas the English medium students excelled in first language and mathematics. The teachers of Oriya medium schools also rated their children better in general conduct, motivation, and effort in schoolwork, whereas, at the secondary level, there was no difference between these two groups in academic achievement or teacher perception measures.

Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects across Five Waves and Three Achievement Tracks

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Arens, A. Katrin; Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Murayama, Kou; vom Hofe, Rudolf

2017-01-01

This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from…

Priority Determination for Higher Education Strategic Planning Using Balanced Scorecard, FAHP and TOPSIS (Case study: XYZ University)

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Yudatama, Uky; Sarno, Riyanarto

2016-01-01

The process of strategic planning is needed by a higher education in some cases, especially in preparing to face the challenges and competition. The results of strategic planning will help the higher education to provide a framework for achieving a competitive advantage as well as determine the direction of future policy in accordance with the desired objectives. In recent decades, the Balanced Scorecard has been applied in the field of information technology as a very popular tool and is used extensively, because it is a model that can explain between information technologies with "Business Objectives" in a comprehensive manner. This study uses 4 perspectives in the Balanced Scorecard and 7 standards in higher education quality assessment as sub-criteria. Fuzzy AHP and Fuzzy TOPSIS are used to determine the priority as making strategic policy recommendations in a higher education. The final result of this research shows the score of Customer Perspective 0.35365 is higher than other perspective, while the score in Research and Student Affairs gains significant score when compared with the others, namely 0.69753948 is also higher. This means that both of them get very serious attention as a strategic planning basis for policy making.

The effects of modeling instruction on high school physics academic achievement

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Wright, Tiffanie L.

The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended

Trait emotional intelligence influences on academic achievement and school behaviour.

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Mavroveli, Stella; Sánchez-Ruiz, María José

2011-03-01

BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren. ©2010 The British Psychological Society.

Subjective wellbeing and its relationship with academic achievement and multilinguality among Lebanese university students.

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Ayyash-Abdo, Huda; Sánchez-Ruiz, María-José

2012-01-01

The study investigated three subjective wellbeing (SWB) components, namely positive affect (PA), negative affect (NA), and life satisfaction (LS), along with optimism and self-esteem and their association with academic achievement and multilinguality in a sample of 1401 Lebanese university students. As predicted, optimism and self-esteem correlated positively with LS and PA, and negatively with NA. Optimism, self-esteem and each of the SWB components jointly predicted academic achievement (GPA), with PA being an individually significant positive predictor. There were differences in the five key variables across language groups, specifically between Arabic-only speakers and some other groups: Compared Arabic-only speakers, bilingual speakers of Arabic and either English or French scored higher on self-esteem, PA and optimism, and lower on NA, while trilingual speakers of Arabic, English, and French scored higher on self-esteem, PA and LS. Language grouping was a significant predictor of the SWB components, optimism, and self-esteem even when controlling for GPA, socioeconomic status (SES), and religion. Lastly, the relevance of SES and religion for the prediction of SWB is discussed, and implications and future research questions are advanced.

Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender

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Sarah A. Gray

2015-05-01

Full Text Available Introduction. Behavioral inattention, working memory (WM, and academic achievement share significant variance, but the direction of relationships across development is unknown. The aim of the present study was to determine whether WM mediates the pathway between inattentive behaviour and subsequent academic outcomes.Methods. 204 students from grades 1–4 (49.5% female were recruited from elementary schools. Participants received assessments of WM and achievement at baseline and one year later. WM measures included a visual-spatial storage task and auditory-verbal storage and manipulation tasks. Teachers completed the SWAN behaviour rating scale both years. Mediation analysis with PROCESS (Hayes, 2013 was used to determine mediation pathways.Results. Teacher-rated inattention indirectly influenced math addition fluency, subtraction fluency and calculation scores through its effect on visual-spatial WM, only for boys. There was a direct relationship between inattention and math outcomes one year later for girls and boys. Children who displayed better attention had higher WM scores, and children with higher WM scores had stronger scores on math outcomes. Bias-corrected bootstrap confidence intervals for the indirect effects were entirely below zero for boys, for the three math outcomes. WM did not mediate the direct relationship between inattention and reading scores.Discussion. Findings identify inattention and WM as longitudinal predictors for math addition and subtraction fluency and math calculation outcomes one year later, with visual-spatial WM as a significant mediator for boys. Results highlight the close relationship between inattention and WM and their importance in the development of math skills.

Breakfast, midday meals and academic achievement in rural primary schools in Uganda: implications for education and school health policy

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Hedwig Acham

2012-02-01

Full Text Available Underachievement in schools is a global problem and is especially prevalent in developing countries. Indicators of educational performance show that Uganda has done remarkably well on education access-related targets since the introduction of universal primary education in 1997. However, educational outcomes remain disappointing. The absence of school feeding schemes, one of the leading causes of scholastic underachievement, has not been given attention by the Ugandan authorities. Instead, as a national policy, parents are expected to provide meals even though many, especially in the rural areas, cannot afford to provide even the minimal daily bowl of maize porridge.To assess and demonstrate the effect of breakfast and midday meal consumption on academic achievement of schoolchildren.We assessed household characteristics, feeding patterns and academic achievement of 645 schoolchildren (aged 9–15 years in Kumi district, eastern Uganda, in 2006–2007, using a modified cluster sampling design which involved only grade 1 schools (34 in total and pupils of grade four. Household questionnaires and school records were used to collect information on socio-demographic factors, feeding patterns and school attendance. Academic achievement was assessed using unstandardized techniques, specifically designed for this study.Underachievement (the proportion below a score of 120.0 points was high (68.4%; in addition, significantly higher achievement and better feeding patterns were observed among children from the less poor households (p<0.05. Achievement was significantly associated with consumption of breakfast and a midday meal, particularly for boys (p<0.05, and a greater likelihood of scoring well was observed for better nourished children (all OR values>1.0.We observed that underachievement was relatively high; inadequate patterns of meal consumption, particularly for the most poor, significantly higher scores among children from ‘less poor�

Teacher qualification and the achievement gap in early primary grades.

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Donald Easton-Brooks

2009-08-01

Full Text Available Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002 holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades.

Which clinical variable influences health-related quality of life the most after spontaneous subarachnoid hemorrhage? Hunt and Hess scale, Fisher score, World Federation of Neurosurgeons score, Brussels coma score, and Glasgow coma score compared.

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Kapapa, Thomas; Tjahjadi, Martin; König, Ralph; Wirtz, Christian Rainer; Woischneck, Dieter

2013-12-01

To determine the strength of the correlation between the Hunt and Hess scale, Fisher score, Brussels coma score, World Federation of Neurosurgeons score, and Glasgow coma score and health-related quality of life. Evaluable questionnaires from 236 patients (5.6 years [± standard deviation, 2.854 years] on average after hemorrhage) were included in the analysis. Quality of life was documented using the MOS-36 item short form health survey. Because of the ordinal nature of the variables, Kendall tau was used for calculation. Significance was established as P ≤ 0.05. Weak and very weak correlations were found in general (r ≤ 0.28). The strongest correlations were found between the Glasgow coma score and quality of life (r = 0.236, P = 0.0001). In particular, the "best verbal response" achieved the strongest correlations in the comparison, at r = 0.28/P = 0.0001. The Fisher score showed very weak correlations (r = -0.148/P = 0.012). The Brussels coma score (r = -0.216/P = 0.0001), Hunt and Hess scale (r = -0.197/P = 0.0001), and the World Federation of Neurosurgeons score (r = -0.185/P = 0.0001) revealed stronger correlations, especially in terms of the physical aspects of quality of life. The Glasgow coma scale revealed the strongest, and the Fisher score showed the weakest correlations. Thus the Fisher score, as an indicator of the severity of a hemorrhage, has little significance in terms of health-related quality of life. Copyright © 2013 Elsevier Inc. All rights reserved.

Twin specific risk factors in primary school achievements.

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de Zeeuw, Eveline L; van Beijsterveldt, Catherina E M; de Geus, Eco J C; Boomsma, Dorret I

2012-02-01

The main aim of this study was to examine twin specific risk factors that influence educational achievement in primary school. We included prenatal factors that are not unique to twins, except for zygosity, but show a higher prevalence in twins than in singletons. In addition, educational achievement was compared between twins and their nontwin siblings in a within-family design. Data were obtained from parents and teachers of approximately 10,000 twins and their nontwin siblings registered with the Netherlands Twin Register. Teachers rated the proficiency of the children on arithmetic, language, reading, and physical education, and reported a national educational achievement test score (CITO). Structural equation modeling showed that gestational age, birth weight, and sex were significant predictors of educational achievement, even after correction for socioeconomic status. Mode of delivery and zygosity did not have an effect, while parental age only influenced arithmetic. Mode of conception, incubator time, and birth complications negatively affected achievement in physical education. The comparison of educational achievement of twins and singletons showed significantly lower ratings on arithmetic, reading, and language in twins, compared to their older siblings, but not compared to their younger siblings. Low gestational age and low birth weight were the most important risk factors for lower educational achievement of twins in primary school. It seems that the differences observed between twins and their nontwin siblings in educational achievement can largely be explained by birth order within the family.

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School.

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Gómez-Veiga, Isabel; Vila Chaves, José O; Duque, Gonzalo; García Madruga, Juan A

2018-01-01

Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school.

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School

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Gómez-Veiga, Isabel; Vila Chaves, José O.; Duque, Gonzalo; García Madruga, Juan A.

2018-01-01

Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school. PMID:29643823

A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School

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Isabel Gómez-Veiga

2018-03-01

Full Text Available Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test and the other verbal (Deductive Reasoning Test, and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test; and (b to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school.

Reference Values for the Marx Activity Rating Scale in a Young Athletic Population: History of Knee Ligament Injury Is Associated With Higher Scores.

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Cameron, Kenneth L; Peck, Karen Y; Thompson, Brandon S; Svoboda, Steven J; Owens, Brett D; Marshall, Stephen W

2015-01-01

Activity-related patient-reported outcome measures are an important component of assessment after knee ligament injury in young and physically active patients; however, normative data for most activity scales are limited. To present reference values by sex for the Marx Activity Rating Scale (MARS) within a young and physically active population while accounting for knee ligament injury history and sex. Cross-sectional study. Level 2. All incoming freshman entering a US Service Academy in June of 2011 were recruited to participate in this study. MARS was administered to 1169 incoming freshmen (203 women) who consented to participate within the first week of matriculation. All subjects were deemed healthy and medically fit for military service on admission. Subjects also completed a baseline questionnaire that asked for basic demographic information and injury history. We calculated means with standard deviations, medians with interquartile ranges, and percentiles for ordinal and continuous variables, and frequencies and proportions for dichotomous variables. We also compared median scores by sex and history of knee ligament injury using the Kruskal-Wallis test. MARS was the primary outcome of interest. The median MARS score was significantly higher for men when compared with women (χ(2) = 13.22, df = 1, P MARS scores between men and women (χ(2) = 0.47, df = 1, P = 0.493) who reported a history of injury. Overall, median MARS scores were significantly higher among those who reported a history of knee ligament injury when compared with those who did not (χ(2) = 9.06, df = 1, P = 0.003). Assessing activity as a patient-reported outcome after knee ligament injury is important, and reference values for these instruments need to account for the influence of prior injury and sex. © 2015 The Author(s).

Low motor performance scores among overweight children: poor coordination or morphological constraints?

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Chivers, Paola; Larkin, Dawne; Rose, Elizabeth; Beilin, Lawrence; Hands, Beth

2013-10-01

This study examined whether lower motor performance scores can be full attributed to poor coordination, or whether weight related morphological constraints may also affect motor performance. Data for 666 children and adolescents from the longitudinal Western Australian Pregnancy Cohort (Raine) Study were grouped into normal weight, overweight and obese categories based on the International Obesity Task Force cut points. Participants completed the 10-item McCarron Assessment of Neuromuscular Development (MAND) at the 10 and 14 year follow-up. The prevalence of overweight and obese participants classified with mild or moderate motor difficulties was not different from the normal weight group at 10 years (χ2 = 5.8 p = .215), but higher at 14 years (χ2 = 11.3 p = .023). There were no significant differences in overall motor performance scores between weight status groups at 10 years, but at 14 years, the normal weight group achieved better scores than the obese group (pobese groups on the jump task at 10 (pmotor competence are appropriate for an increasingly overweight and obese population. Copyright © 2013 Elsevier B.V. All rights reserved.

Confidence in Science and Achievement Outcomes of Fourth-Grade Students in Korea: Results from the TIMSS 2011 Assessment

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House, J. Daniel; Telese, James A.

2017-01-01

Findings from assessments of fourth-grade science have indicated that students in Korea scored higher than international averages. Research results have also shown that attitudes toward science were related to achievement outcomes for Korean students. The purpose of this study was to examine the relationship between confidence in science and…

Academic Achievement from Using the Learning Medium Via a Tablet Device Based on Multiple Intelligences in Grade 1 Elementary Student.

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Nuallaong, Winitra; Nuallaong, Thanya; Preechadirek, Nongluck

2015-04-01

To measure academic achievement of the multiple intelligence-based learning medium via a tablet device. This is a quasi-experimental research study (non-randomized control group pretest-posttest design) in 62 grade 1 elementary students (33 males and 29 females). Thirty-one students were included in an experimental group using purposive sampling by choosing a student who had highest multiple intelligence test scores in logical-mathematic. Then, this group learned by the new learning medium via a tablet which the application matched to logical-mathematic multiple intelligence. Another 31 students were included in a control group using simple random sampling and then learning by recitation. Both groups did pre-test and post-test vocabulary. Thirty students in the experimental group and 24 students in the control group increased post-test scores (odds ratio = 8.75). Both groups made significant increasing in post-test scores. The experimental group increased 9.07 marks (95% CI 8.20-9.93) significantly higher than the control group which increased 4.39 marks (95% CI 3.06-5.72) (t = -6.032, df = 51.481, p learning from either multiple intelligence-based learning medium via a tablet or recitation can contribute academic achievement, learningfrom the new medium contributed more achievement than recitation. The new learning medium group had higher post-test scores 8.75 times than the recitation group. Therefore, the new learning medium is more effective than the traditional recitation in terms of academic achievement. This study has limitations because samples came from the same school. However, the previous study in Thailand did notfind a logical-mathematical multiple intelligence difference among schools. In the future, long-term research to find how the new learning medium affects knowledge retention will support the advantage for life-long learning.

The Role of Principal Leadership in Achievement beyond Test Scores: An Examination of Leadership, Differentiated Curriculum and High-Achieving Students

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Else, Danielle F.

2013-01-01

Though research has validated a link between principal leadership and student achievement, questions remain regarding the specific relationship between the principal and high-achieving learners. This association facilitates understanding about forming curricular decisions for high ability learners. The study was conducted to examine the perceived…

Intelligence and Academic Achievement With Asymptomatic Congenital Cytomegalovirus Infection.

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

2017-11-01

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

The origins of mental toughness – prosocial behavior and low internalizing and externalizing problems at age 5 predict higher mental toughness scores at age 14

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Dena Sadeghi Bahmani

2016-08-01

Full Text Available Background: The concept of mental toughness has gained increasing importance among groups other than elite athletes by virtue of its psychological importance and explanatory power for a broad range of health-related behaviors. However, no study has focused so far on the psychological origins of mental toughness. Therefore, the aims of the present study were: to explore, to what extent the psychological profiles of preschoolers aged five were associated with both 1 mental toughness scores and 2 sleep disturbances at age 14, and 3 to explore possible gender differences.Method: Nine years after their first assessment at age five (preschoolers, a total of 77 adolescents (mean age: 14.35 years; SD = 1.22; 42% females took part in this follow-up study. At baseline, both parents and teachers completed the Strengths and Difficulties Questionnaire (SDQ, covering internalizing and externalizing problems, hyperactivity, negative peer relationships, and prosocial behavior. At follow-up, participants completed a booklet of questionnaires covering socio-demographic data, mental toughness, and sleep disturbances.Results: Higher prosocial behavior, lower negative peer relationships, and lower internalizing and externalizing problems at age five, as rated by parents and teachers, were associated with self-reported higher mental toughness and lower sleep disturbances at age 14. At age 14, and relative to males, females had lower MT scores and reported more sleep disturbances.Results: Higher prosocial behavior, lower negative peer relationships, and lower internalizing and externalizing problems at age five, as rated by parents and teachers, predicted self-reported higher mental toughness and lower sleep disturbances at age 14. At age 14, and relative to males, females had lower MT scores and reported more sleep disturbance.Conclusions: The pattern of results suggests that mental toughness traits during adolescence may have their origins in the pre-school years.

Relationship of Mathematics Olympiad Performance of Gifted Students with IQ and Mathematics Achievement

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Ali İhsan BORAN

2015-04-01

Full Text Available The purpose of this study is to investigate relationship of mathematics Olympiad (analysis-algebra and geometry scores of gifted students with IQ scores (verbal, performance and general and mathematics achievement scores of the gifted students. Study group of the study included 64 gifted students (27 girls and 37 boys who took courses from one Science and Art Center. Data of study involved scores of the participants on mathematics Olympiad exam, WISC-R test and school mathematics achievement. For analysis of the data Pearson correlation analysis, Spearman correlation analysis, independent groups’ t-test and Mann Whitney U test were utilized. The findings showed that there was no significant relationship between the Olympiad scores on analysis-algebra and geometry and IQ scores (general, performance and verbal. But the Olympiad scores on analysis-algebra and geometry factors were significantly related to school mathematics achievement. Comparing IQ scores of highest and lowest scorer groups on the Olympiad scores showed that there were no significant differences between IQ scores (general, performance and verbal of the groups. However school mathematics scores of the participants significantly differed in terms of groups determined based on analysis-algebra and geometry scores.

Smoking habit and psychometric scores: a community study.

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Waal-Manning, H J; de Hamel, F A

1978-09-13

During the Milton health survey subjects completed a psychometric inventory consisting of the 48 questions of the Middlesex Hospital questionnaire (MHQ) and 26 from the hostility and direction of hostility questionnaire (HDHQ) designed to examine nine psychological dimensions. The 1209 subjects were classified into smoking categories and the scores for each psychometric trait were calculated. Women scored higher than men and heavy smokers scored higher than "never smokers". The psychometric traits and the scores of the four smoking categories after correcting for age and Quetelet's index showed statistically significant differences by analysis of variance in respect of somatic anxiety and depression for both men and women; and free-floating anxiety, phobic anxiety, hysteria, acting out hostility, self criticism and guilt in women. For somatic anxiety the increase in score almost exactly paralleled the increasing quantity of tobacco consumed.

Z-score linear discriminant analysis for EEG based brain-computer interfaces.

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Rui Zhang

Full Text Available Linear discriminant analysis (LDA is one of the most popular classification algorithms for brain-computer interfaces (BCI. LDA assumes Gaussian distribution of the data, with equal covariance matrices for the concerned classes, however, the assumption is not usually held in actual BCI applications, where the heteroscedastic class distributions are usually observed. This paper proposes an enhanced version of LDA, namely z-score linear discriminant analysis (Z-LDA, which introduces a new decision boundary definition strategy to handle with the heteroscedastic class distributions. Z-LDA defines decision boundary through z-score utilizing both mean and standard deviation information of the projected data, which can adaptively adjust the decision boundary to fit for heteroscedastic distribution situation. Results derived from both simulation dataset and two actual BCI datasets consistently show that Z-LDA achieves significantly higher average classification accuracies than conventional LDA, indicating the superiority of the new proposed decision boundary definition strategy.

Academic Self-Concept, Achievement Goals, and Achievement: Is Their Relation the Same for Academic Achievers and Underachievers?

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Preckel, Franzis; Brunner, Martin

2015-01-01

This longitudinal study investigated the contribution of achievement goals and academic self-concept for the prediction of unexpected academic achievement (i.e., achievement that is higher or lower than expected with respect to students' cognitive ability) in general and when comparing groups of extreme over- and underachievers. Our sample…

Parental Level of Education: Associations with Psychological Well-Being, Academic Achievement and Reasons for Pursuing Higher Education in Adolescence

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Schlechter, Melissa; Milevsky, Avidan

2010-01-01

The purpose of the current study is to determine the interconnection between parental level of education, psychological well-being, academic achievement and reasons for pursuing higher education in adolescents. Participants included 439 college freshmen from a mid-size state university in the northeastern USA. A survey, including indices of…

Mister Sandman, bring me good marks! On the relationship between sleep quality and academic achievement.

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Baert, Stijn; Omey, Eddy; Verhaest, Dieter; Vermeir, Aurélie

2015-04-01

There is growing evidence that health factors affect tertiary education success in a causal way. This study assesses the effect of sleep quality on academic achievement at university. To this end, we surveyed 804 students about their sleep quality by means of the Pittsburgh Sleep Quality Index (PSQI) before the start of their first exam period in December 2013 at Ghent University. PSQI scores were merged with course marks in this exam period. Instrumenting PSQI scores by sleep quality during secondary education, we find that increasing total sleep quality with one standard deviation leads to 4.85 percentage point higher course marks. Based on this finding, we suggest that higher education providers might be incentivised to invest part of their resources for social facilities in professional support for students with sleep and other health problems. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Comparison of Single Gender and Coeducational Classrooms, Student Engagement, and Achievement Scores

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Pendleton, Myra

2015-01-01

The purpose of this study was to determine if there was a difference in the academic achievement in reading among students enrolled in single-gender and coeducational classes, as well as the impact of teachers' perceptions on the outcome of academic achievement. The study used a mixed-method approach to address this purpose. This study reported…

Racial Differences in Mathematics Test Scores for Advanced Mathematics Students

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Minor, Elizabeth Covay

2016-01-01

Research on achievement gaps has found that achievement gaps are larger for students who take advanced mathematics courses compared to students who do not. Focusing on the advanced mathematics student achievement gap, this study found that African American advanced mathematics students have significantly lower test scores and are less likely to be…

Identifying Achievement Goals and Their Relationship to Academic Achievement in Undergraduate Pharmacy Students

Science.gov (United States)

Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2014-01-01

Objectives. To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. Methods. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students’ grades were obtained from course coordinators. Results. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Conclusion. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement. PMID:25258438

Consumption of Low-Calorie Sweeteners among U.S. Adults Is Associated with Higher Healthy Eating Index (HEI 2005 Scores and More Physical Activity

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Adam Drewnowski

2014-10-01

Full Text Available The possibility that low-calorie sweeteners (LCS promote lower quality diets and, therefore, weight gain has been noted as a cause for concern. Data from a representative sample of 22,231 adults were obtained from five cycles of the National Health and Nutrition Examination Survey (1999–2008 NHANES. A single 24-hour recall was used to identify consumers of LCS beverages, foods and tabletop sweeteners. Diet quality was assessed using the Healthy Eating Index 2005 (HEI 2005 and its multiple subscores. Health behaviors of interest were physical activity, smoking and alcohol use. LCS consumers had higher HEI 2005 scores than did non-consumers, largely explained by better SoFAAS subscores (solid fats, added sugar and alcohol. LCS consumers had better HEI subscores for vegetables, whole grains and low-fat dairy, but worse subscores for saturated fat and sodium compared to non-consumers. Similar trends were observed for LCS beverages, tabletop LCS and LCS foods. Consumers of LCS were less likely to smoke and were more likely to engage in recreational physical activity. LCS use was associated with higher HEI 2005 scores, lower consumption of empty calories, less smoking and more physical activity.

Consumption of low-calorie sweeteners among U.S. adults is associated with higher Healthy Eating Index (HEI 2005) scores and more physical activity.

Science.gov (United States)

Drewnowski, Adam; Rehm, Colin D

2014-10-17

The possibility that low-calorie sweeteners (LCS) promote lower quality diets and, therefore, weight gain has been noted as a cause for concern. Data from a representative sample of 22,231 adults were obtained from five cycles of the National Health and Nutrition Examination Survey (1999-2008 NHANES). A single 24-hour recall was used to identify consumers of LCS beverages, foods and tabletop sweeteners. Diet quality was assessed using the Healthy Eating Index 2005 (HEI 2005) and its multiple subscores. Health behaviors of interest were physical activity, smoking and alcohol use. LCS consumers had higher HEI 2005 scores than did non-consumers, largely explained by better SoFAAS subscores (solid fats, added sugar and alcohol). LCS consumers had better HEI subscores for vegetables, whole grains and low-fat dairy, but worse subscores for saturated fat and sodium compared to non-consumers. Similar trends were observed for LCS beverages, tabletop LCS and LCS foods. Consumers of LCS were less likely to smoke and were more likely to engage in recreational physical activity. LCS use was associated with higher HEI 2005 scores, lower consumption of empty calories, less smoking and more physical activity.

Greater Independence in Activities of Daily Living is Associated with Higher Health-Related Quality of Life Scores in Nursing Home Residents with Dementia

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Charice S. Chan

2015-06-01

Full Text Available Health-related quality of life (HRQL for nursing home residents is important, however, the concept of quality of life is broad, encompasses many domains and is difficult to assess in people with dementia. Basic activities of daily living (ADL are measured routinely in nursing homes using the Resident Assessment Instrument-Minimum Data Set Version 2.0 (RAI-MDS and Functional Independence Measure (FIM instrument. We examined the relationship between HRQL and ADL to assess the future possibility of ADL dependency level serving as a surrogate measure of HRQL in residents with dementia. To assess ADL, measures derived from the RAI-MDS and FIM data were gathered for 111 residents at the beginning of our study and at 6-month follow-up. Higher scores for independence in ADL were correlated with higher scores for a disease-specific HRQL measure, the Quality of Life—Alzheimer’s Disease Scale. Preliminary evidence suggests that FIM-assessed ADL is associated with HRQL for these residents. The associations of the dressing and toileting items with HRQL were particularly strong. This finding suggests the importance of ADL function in HRQL. The RAI-MDS ADL scales should be used with caution to evaluate HRQL.

An Investigation of International Science Achievement Using the OECD's PISA 2006 Data Set

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Milford, Todd

School Effectiveness Research (SER) is concerned with efforts to better understand the effectiveness enhancing relationship between student and school variables and how these variables primarily influence academic achievement (Scheerens, 2004). However, one identified methodological shortcoming in SER is the absence of cross-cultural perspectives (Kyriakides, 2006). This is a concern as what may prove effective in one nation does not necessarily mean that it can be easily and seamlessly imported into another with the same results. This study looked at the relationships between science self-beliefs and academic achievement in science across all nations who participated in the Programme for International Student Assessment (PISA) in 2006. It further explored the variance accounted for by cultural, social and economic capital (the elements of the PISA socioeconomic status variable) for each country in PISA 2006 when predicting scientific literacy. Lastly, it used hierarchical linear modeling (HLM) to analyze data from PISA 2006 for nations experiencing high rates of immigration (i.e., Germany, Spain, Canada, the United States, Australia and New Zealand). The outcome measures used for these countries were achievement scores in science, mathematics and reading. The variables examined at the student level were science self-efficacy, science self-concept, immigrant status and socioeconomic status. The variables examined at the school level were student level aggregates of school proportion of immigrants and school socioeconomic status. In the correlation analysis between science literacy and either science self-concept of science self-efficacy, findings suggest that at the student level, students with both higher science self-concept and higher science self-efficacy tend to achieve higher academically. However, at the country level the relationship was negative between self-concept and academic achievement in science (i.e., countries with higher science self-concept tend

Comparing continuous and dichotomous scoring of the balanced inventory of desirable responding.

Science.gov (United States)

Stöber, Joachim; Dette, Dorothea E; Musch, Jochen

2002-04-01

The Balanced Inventory of Desirable Responding (BIDR; Paulhus, 1994) is a widely used instrument to measure the 2 components of social desirability: self-deceptive enhancement and impression management. With respect to scoring of the BIDR, Paulhus (1994) authorized 2 methods, namely continuous scoring (all answers on the continuous answer scale are counted) and dichotomous scoring (only extreme answers are counted). In this article, we report 3 studies with student samples, and continuous and dichotomous scoring of BIDR subscales are compared with respect to reliability, convergent validity, sensitivity to instructional variations, and correlations with personality. Across studies, the scores from continuous scoring (continuous scores) showed higher Cronbach's alphas than those from dichotomous scoring (dichotomous scores). Moreover, continuous scores showed higher convergent correlations with other measures of social desirability and more consistent effects with self-presentation instructions (fake-good vs. fake-bad instructions). Finally, continuous self-deceptive enhancement scores showed higher correlations with those traits of the Five-factor model for which substantial correlations were expected (i.e., Neuroticism, Extraversion, and Conscientiousness). Consequently, these findings indicate that continuous scoring may be preferable to dichotomous scoring when assessing socially desirable responding with the BIDR.

Information Technology Diffusion: Impact on Student Achievement

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Lee, Gregory M.; Lind, Mary L.

2011-01-01

For student achievement, the diffusion and adoption of information technology (IT) infrastructure enabled by special funding was posited to have a positive impact on student achievement. Four urban school districts provided the context for this study to assess the impact of IT adoption on standardized test scores.

Achieving Minimum Clinically Important Difference in Oxford Knee Score and Short Form-36 Physical Component Summary Is Less Likely with Single-Radius Compared with Multiradius Total Knee Arthroplasty in Asians.

Science.gov (United States)

Lee, Wu Chean; Bin Abd Razak, Hamid Rahmatullah; Allen, John Carson; Chong, Hwei Chi; Tan, Hwee Chye Andrew

2018-04-10

Single-radius (SR) and multiradius (MR) total knee arthroplasties (TKAs) have produced similar outcomes, albeit most studies originate from Western nations. There are known knee kinematic differences between Western and Asian patients after TKA. The aim of this study is to compare the short-term patient-reported outcome measures (PROMs) of SR-TKA versus MR-TKA in Asians. Registry data of 133 SR-TKA versus 363 MR-TKA by a single surgeon were analyzed. Preoperative and 2-year postoperative range of motion (ROM) and PROMs were compared with Student's t -test and Mann-Whitney U-test. Logistic regression model was used to evaluate the odds of SR-TKA or MR-TKA achieving the minimum clinically important difference (MCID) of studied outcomes. Patients in both groups had similar age (65.7 ± 7.6 vs. 65.8 ± 8.2 years; p  = 0.317), gender proportion (71% females vs. 79% females; p  = 0.119), and ethnic distribution (80% Chinese vs. 84% Chinese; p  = 0.258). Preoperatively, there were no statistically significant differences between both groups for ROM, Knee Society Score (KSS), Oxford Knee Score (OKS), and Short Form (SF)-36 scores. At 2 years, all outcomes were statistically similar or failed to achieve a difference of MCID. Controlling for all preoperative variables, SR-TKA has significantly lower odds of achieving MCID for OKS (odds ratio [OR]: 0.275, 95% confidence interval [CI]: 0.114-0.663; p  = 0.004) and SF-36 Physical Component Summary (PCS) (OR: 0.547; 95% CI: 0.316-0.946; p  = 0.031) compared with MR-TKA. In conclusion, there are no significant differences in the absolute PROMs between SR-TKA and MR-TKA at 2 years following TKA in Asians. However, SR-TKA has significantly lower odds of achieving the MCID for OKS and SF-36 PCS. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

The effects of collaborative concept mapping on the achievement, science self-efficacy and attitude toward science of female eighth-grade students

Science.gov (United States)

Ledger, Antoinette Frances

achievement than experimental group females. The analysis of science self-efficacy data showed that neither experimental nor control group females increased their scores pre to posttest, both showed small decreases in scores. However, the posttest scores of the experimental group females were significantly higher than the posttest scores of the control group females. The analysis of the attitude toward science survey data showed that the scores of the experimental group females did not change from pre to posttest. However, scores of the control group females declined from pre to posttest. (Abstract shortened by UMI.)

Emotional intelligence score and performance of dental undergraduates.

Science.gov (United States)

Hasegawa, Yuh; Ninomiya, Kazunori; Fujii, Kazuyuki; Sekimoto, Tsuneo

2016-09-01

The purpose of this study was to investigate the relationship between emotional intelligence (EI) and undergraduate dental students' ability to deal with different situations of communication in a clinical dentistry practical training course of communication skills. Fourth-year students in 2012 and in 2013 at the Nippon Dental University School of Life Dentistry at Niigata participated in the survey. The total number of participating students was 129 (88 males and 41 females). The students were asked to complete the Japanese version of the Mayer-Salovey-Caruso Emotional Intelligence Test in communication skills. Female students tended to have significantly higher EI score than males. The EI score in the group with high-grade academic performers was higher than in the low-grade group. The influence of EI on academic performance appeared to be mainly due to the students' ability to accurately perceiving emotions and to their ability to understand emotional issues. The importance of EI may also lie in its ability to parse out personality factors from more changeable aspects of a person's behavior. Although further studies are required, we believe that dental educators need to assume the responsibility to help students develop their emotional competencies that they will need to prosper in their chosen careers. In our conclusion, dental educators should support low achievers to increase their levels of self-confidence instead of concentrating mainly on improving their technical skill and academic performance. This may lead to upgrading their skills for managing emotions and to changing their learning approach.

Risk factors that affect reproductive target achievement in fertile dairy cows.

Science.gov (United States)

Aungier, S P M; Roche, J F; Diskin, M G; Crowe, M A

2014-01-01

The aims of the present study were to investigate (1) the risk factors that influence the achievement of reproductive targets postpartum (pp) and (2) the key factors that influence pregnancy rate following first artificial insemination (AI) in dairy cows. Ninety-eight Holstein-Friesian pp cows were blood sampled from wk 1 to 4 pp for hematology and biochemistry. Reproductive tract health was assessed weekly by ultrasonography and vaginal mucus scoring. Body condition score (BCS), lameness score, and milk yield were assessed every 2 wk. Milk samples for progesterone assay were collected twice weekly and on d 4, 5, and 7 after AI. Risk factors associated with achieving reproductive targets depended on (1) increased metabolic activity of the liver (increased glutamate dehydrogenase at calving and increased γ-glutamyl transpeptidase in wk 4), (2) a competent immune system (increased neutrophils in wk 1; decreased α1-acid glycoprotein in wk 1, 2, and 3), (3) an endocrine system that was capable of responding by producing sufficient triiodothyronine in wk 2 and increased insulin-like growth factor I in wk 3 and 4, (4) a lower negative energy balance status (decreased nonesterified fatty acid concentration in wk 1; decreased β-hydroxybutyrate concentration in wk 2; BCS loss between calving and d 28 pp mucus discharge at first ovulation and at d 45 pp; resumed ovarian cyclicity by the end of the voluntary waiting period (≥ d 35 pp)], and (6) adequate diet (to ensure increased glutathione peroxidase in wk 2 and 3 and increased magnesium in wk 4). Risk factors that increased the odds of a successful first AI were previous ovulation(s) (odds ratio=3.17 per ovulation), BCS >2.5 at AI (odds ratio=3.01), and clear vaginal mucus (score=0) compared with purulent mucus (score >0) 4 d after first AI (odds ratio=2.99). In conclusion, this study identified key risk factors in the early pp period that give a higher probability of cows achieving their reproductive targets and of

Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

Science.gov (United States)

Hanners, Grace D.

Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

Relationship between achievement goal orientations and the perceived purposes of playing rugby union for professional and amateur players.

Science.gov (United States)

Treasure, D C; Carpenter, P J; Power, K T

2000-08-01

The recent professionalization of rugby union makes it an excellent achievement context in which to examine the relationship between achievement goal orientations and the perceived purposes of sport as a function of competitive standard. During the 1996-97 season, 73 professional and 106 amateur rugby players in England completed a series of questionnaires assessing their achievement goal orientations, beliefs about the purposes of rugby and demographic information. The results of a canonical correlation analysis revealed a conceptually coherent relationship between achievement goal orientations and purposes of rugby. Specifically, a high ego/moderate task orientation was positively related to fitness, aggression and financial remuneration as significant purposes of rugby. Professional players scored higher on those purposes of rugby related to aggression, financial remuneration and fitness, but lower on sportspersonship than amateur players. Professional players also reported higher task and ego goal orientations than amateur players. The findings are discussed in terms of the differences in lifestyle and motivation of professional and amateur rugby union players.

Item response theory scoring and the detection of curvilinear relationships.

Science.gov (United States)

Carter, Nathan T; Dalal, Dev K; Guan, Li; LoPilato, Alexander C; Withrow, Scott A

2017-03-01

Psychologists are increasingly positing theories of behavior that suggest psychological constructs are curvilinearly related to outcomes. However, results from empirical tests for such curvilinear relations have been mixed. We propose that correctly identifying the response process underlying responses to measures is important for the accuracy of these tests. Indeed, past research has indicated that item responses to many self-report measures follow an ideal point response process-wherein respondents agree only to items that reflect their own standing on the measured variable-as opposed to a dominance process, wherein stronger agreement, regardless of item content, is always indicative of higher standing on the construct. We test whether item response theory (IRT) scoring appropriate for the underlying response process to self-report measures results in more accurate tests for curvilinearity. In 2 simulation studies, we show that, regardless of the underlying response process used to generate the data, using the traditional sum-score generally results in high Type 1 error rates or low power for detecting curvilinearity, depending on the distribution of item locations. With few exceptions, appropriate power and Type 1 error rates are achieved when dominance-based and ideal point-based IRT scoring are correctly used to score dominance and ideal point response data, respectively. We conclude that (a) researchers should be theory-guided when hypothesizing and testing for curvilinear relations; (b) correctly identifying whether responses follow an ideal point versus dominance process, particularly when items are not extreme is critical; and (c) IRT model-based scoring is crucial for accurate tests of curvilinearity. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Effects on Student Achievement in General Chemistry Following Participation in an Online Preparatory Course. ChemPrep, a Voluntary, Self-Paced, Online Introduction to Chemistry

Science.gov (United States)

Botch, Beatrice; Day, Roberta; Vining, William; Stewart, Barbara; Rath, Kenneth; Peterfreund, Alan; Hart, David

2007-03-01

ChemPrep was developed to be a stand-alone preparatory short-course to help students succeed in general chemistry. It is Web-based and delivered using the OWL system. Students reported that the ChemPrep materials (short information pages, parameterized questions with detailed feedback, tutorials, and answers to questions through the OWL message system) permitted them to work independently without the need for textbook or lecture. On average, students who completed ChemPrep had higher grades in the subsequent GenChem, Nursing, and Honors chemistry courses, with a greater percentage achieving a grade of C- or higher. Participation in ChemPrep was voluntary, and more women than men responded. Students in the Honors course enrolled in ChemPrep in higher percentages than students in GenChem and Nursing. SAT and departmental math placement exam scores were used as proxy measures of prior achievement and ability. Based on these, Honors chemistry ChemPrep users were on par with their peers but performed better in the course than non-users. In GenChem and Nursing chemistry courses, ChemPrep helped students of high prior achievement and ability perform better than their achievement scores would predict. Weaker or less motivated students did not respond to the voluntary offerings of ChemPrep in the same numbers as stronger or more motivated students, and we are seeking alternate ways to reach this population.

Effects of Absence and Cognitive Skills Index on Various Achievement Indicators. A Study of ISTEP Scores, Discrepancies, and School-Based Math and English Tests of 1997-1998 Seventh Grade Students at Sarah Scott Middle School, Terre Haute, Indiana.

Science.gov (United States)

Davis, Holly S.

This study examines the correlation between absence, cognitive skills index (CSI), and various achievement indicators such as the Indiana Statewide Testing for Educational Progress (ISTEP) test scores, discrepancies, and school-based English and mathematics tests for 64 seventh-grade students from one middle school. Scores for each of the subtests…

Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample

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Dena Sadeghi Bahmani

2018-03-01

Full Text Available Objective: Whereas several studies have predicted academic achievement (AA as a function of favorable cognitive factors and low negative emotional functioning (such as depression and anxiety, little is known about its associations with cognitive-emotional states of positive emotional functioning, such as social satisfaction. The present study sought to evaluate associations of AA with dimensions of negative and positive emotional functioning. Method: This cross-sectional study enrolled 275 students (mean age, 21.24 years; 66.1% females, who completed questionnaires covering sociodemographic parameters and AA scores, as well as measures of loneliness and depression (representing negative emotional functioning and social satisfaction (representing positive emotional functioning. Results: Lower scores for negative and higher scores for positive emotional functioning were associated with higher AA scores. Multiple regression analysis showed that AA was predicted independently by both low negative and high positive emotional functioning. No gender differences were observed. Conclusions: The pattern of results observed in this study suggests that opposing dimensions of emotional functioning are independently related to AA. Students, educators, and health professionals dealing with students should focus both on increasing social satisfaction and on decreasing feelings of loneliness and depression.

Higher Mobility Scores in Patients with Cystic Fibrosis Are Associated with Better Lung Function

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Aneesha Thobani

2015-01-01

Full Text Available Objective. The purpose of this study was to determine whether mobility and physical activity were associated with lung function in adults with cystic fibrosis (CF. Design. This was a prospective cohort observational study in an urban, academic, specialized care center. Participants were ambulatory, nonhospitalized adults with CF. Main Outcome Measures. Mobility was assessed monthly by the Life-Space Assessment (LSA questionnaire and quarterly by pedometer. Lung function was assessed by spirometry. Results. Twenty-seven subjects participated. Subjects recorded mean pedometer steps of 20,213 ± 11,331 over three days and FEV1% predicted of 77.48% ± 22.60% over one year. The LSA score at enrollment was correlated with initial pedometer steps (r=0.42 and P=0.03, and mean LSA score over one year was correlated with mean number of steps (r=0.51 and P=0.007. LSA mobility and pedometer scores were correlated with FEV1% predicted at enrollment and throughout the study. Conclusions. Mobility and physical activity measured by LSA questionnaire and pedometer are positively associated with lung function in adults with CF. This study confirms the importance of mobility and physical activity and supports the utility of a simple office-based questionnaire as a measure of mobility in adults with CF.

Higher mobility scores in patients with cystic fibrosis are associated with better lung function.

Science.gov (United States)

Thobani, Aneesha; Alvarez, Jessica A; Blair, Shaina; Jackson, Kaila; Gottlieb, Eric R; Walker, Seth; Tangpricha, Vin

2015-01-01

The purpose of this study was to determine whether mobility and physical activity were associated with lung function in adults with cystic fibrosis (CF). This was a prospective cohort observational study in an urban, academic, specialized care center. Participants were ambulatory, nonhospitalized adults with CF. Mobility was assessed monthly by the Life-Space Assessment (LSA) questionnaire and quarterly by pedometer. Lung function was assessed by spirometry. Twenty-seven subjects participated. Subjects recorded mean pedometer steps of 20,213 ± 11,331 over three days and FEV1% predicted of 77.48% ± 22.60% over one year. The LSA score at enrollment was correlated with initial pedometer steps (r = 0.42 and P = 0.03), and mean LSA score over one year was correlated with mean number of steps (r = 0.51 and P = 0.007). LSA mobility and pedometer scores were correlated with FEV1% predicted at enrollment and throughout the study. Mobility and physical activity measured by LSA questionnaire and pedometer are positively associated with lung function in adults with CF. This study confirms the importance of mobility and physical activity and supports the utility of a simple office-based questionnaire as a measure of mobility in adults with CF.

Testing a Model of the Relationship of Demographic, Affective, and Fitness Variables to Academic Achievement among Non-Science Majors at an Independent University

Science.gov (United States)

Dutra, Andrew Martin

The purpose of this study was to determine the relationship of specific attributes of college students to their academic achievement at an independent university in central Florida. Academic achievement was measured as the numeric score on the final exam in a survey-of-science course (EDS 1032) required for non-science majors. Attribute sets included personological, affective, and fitness variables. A hypothesized diagram of the direct and indirect effects among these attributes relative to academic achievement was developed and tested using data collected Spring 2014 from 168 students in four sections of EDS 1032 at Florida Institute of Technology. Multiple regression results revealed that 19% of the variance in a students' academic achievement was due to the influence of these three sets of research factors; this was found to be statistically significant. The results of mediation analyses also indicated that three variables had significant direct effects on academic achievement, namely gender, number of academic credits, and sports motivation. In addition, gender had a significant indirect effect on academic achievement via stress, and the number of academic credits had a significant indirect effect on academic achievement via sports motivation. These findings indicated that female students scored roughly six points higher than male students on this final exam. Also, gender's influence on academic achievement was partially attributable to the student's level of stress (e.g., male students with high levels of stress had lower grades on this final exam than female students with the same level of stress). In addition, it was found that students taking more academic credits were likely to score higher on this final exam than those students taking fewer credits. Further, as students' level of sports amotivation increased, the strength of the relationship between the number of student academic credits and academic achievement decreased. These results support Self

[Relationship between unipedal stance test score and center of pressure velocity in elderly].

Science.gov (United States)

Rodrigo Antonio, Guzmán; Rony, Silvestre; Francisco Aniceto, Rodríguez; David Andrés, Arriagada; Pablo Andrés, Ortega

2011-01-01

Frequent falls are one of the most important health problems in the elderly population. The unipedal stance test (UPST), asses postural stability and is used in fall risk measures. Despite this, there is little information about its relationship with posturographic parameters (PP) that characterizes postural stability. Center of pressure velocity (CoPV) is one of the best PP that describes postural stability. The aim of this study was to analyze the relation between UST score and CoPV in elderly population. A sample of 38 healthy elderly subjects where divided in two groups according to their UPST score, low performance (LP, n=11) and high performance (HP, n=27). The correlation between UPST score and COP mean velocity (CoPmV), recorded from a posturographic test, was analyzed between both groups. An inverse correlation between UPST score and CoPmV was found in both groups. However, this was higher in the LP group (r=-0.69, P=.02) compared to the HP (r=-0.39, P=.04). Based on the results of this investigation, it may be concluded that the achievement on UPST has an inverse relationship with CoPmV, especially in subjects with low performance in the UPST. Copyright © 2010 SEGG. Published by Elsevier Espana. All rights reserved.

Intelligence Score Profiles of Female Juvenile Offenders

Science.gov (United States)

Werner, Shelby Spare; Hart, Kathleen J.; Ficke, Susan L.

2016-01-01

Previous studies have found that male juvenile offenders typically obtain low scores on measures of intelligence, often with a pattern of higher scores on measures of nonverbal relative to verbal tasks. The research on the intelligence performance of female juvenile offenders is limited. This study explored the Wechsler Intelligence Scale for…

School accountability and the black-white test score gap.

Science.gov (United States)

Gaddis, S Michael; Lauen, Douglas Lee

2014-03-01

Since at least the 1960s, researchers have closely examined the respective roles of families, neighborhoods, and schools in producing the black-white achievement gap. Although many researchers minimize the ability of schools to eliminate achievement gaps, the No Child Left Behind Act (NCLB) increased pressure on schools to do so by 2014. In this study, we examine the effects of NCLB's subgroup-specific accountability pressure on changes in black-white math and reading test score gaps using a school-level panel dataset on all North Carolina public elementary and middle schools between 2001 and 2009. Using difference-in-difference models with school fixed effects, we find that accountability pressure reduces black-white achievement gaps by raising mean black achievement without harming mean white achievement. We find no differential effects of accountability pressure based on the racial composition of schools, but schools with more affluent populations are the most successful at reducing the black-white math achievement gap. Thus, our findings suggest that school-based interventions have the potential to close test score gaps, but differences in school composition and resources play a significant role in the ability of schools to reduce racial inequality. Copyright © 2013 Elsevier Inc. All rights reserved.

Timing of Family Income, Borrowing Constraints and Child Achievement

DEFF Research Database (Denmark)

Humlum, Maria Knoth

In this paper, I investigate the effects of the timing of family income on child achievement production. Detailed administrative data augmented with PISA test scores at age 15 are used to analyze the effects of the timing of family income on child achievement. Contrary to many earlier studies, te...... with generous child and education subsidies. Actually, later family income (age 12-15) is a more important determinant of child achievement than earlier income.......In this paper, I investigate the effects of the timing of family income on child achievement production. Detailed administrative data augmented with PISA test scores at age 15 are used to analyze the effects of the timing of family income on child achievement. Contrary to many earlier studies......, tests for early borrowing constraints suggest that parents are not constrained in early investments in their children's achievement, and thus that the timing of income does not matter for long-term child outcomes. This is a reasonable result given the setting in a Scandinavian welfare state...

Confronting the effects of unemployment on achievement motivation ...

African Journals Online (AJOL)

significantly after the intervention (team player, competitiveness, self-confidence and achiever). Other changes following the intervention included an overall increase in the scores in the subscale 'work habits' (planning/organisation, initiative, team player). Apart from revealing an increase in achievement motivation, the ...

Walk Score® and Transit Score® and Walking in the Multi-Ethnic Study of Atherosclerosis

Science.gov (United States)

Hirsch, Jana A.; Moore, Kari A.; Evenson, Kelly R.; Rodriguez, Daniel A; Diez Roux, Ana V.

2013-01-01

Background Walk Score® and Transit Score® are open-source measures of the neighborhood built environment to support walking (“walkability”) and access to transportation. Purpose To investigate associations of Street Smart Walk Score and Transit Score with self-reported transport and leisure walking using data from a large multi-city and diverse population-based sample of adults. Methods Data from a sample of 4552 residents of Baltimore MD; Chicago IL; Forsyth County NC; Los Angeles CA; New York NY; and St. Paul MN from the Multi-Ethnic Study of Atherosclerosis (2010–2012) were linked to Walk Score and Transit Score (collected in 2012). Logistic and linear regression models estimated ORs of not walking and mean differences in minutes walked, respectively, associated with continuous and categoric Walk Score and Transit Score. All analyses were conducted in 2012. Results After adjustment for site, key sociodemographic, and health variables, a higher Walk Score was associated with lower odds of not walking for transport and more minutes/week of transport walking. Compared to those in a “walker’s paradise,” lower categories of Walk Score were associated with a linear increase in odds of not transport walking and a decline in minutes of leisure walking. An increase in Transit Score was associated with lower odds of not transport walking or leisure walking, and additional minutes/week of leisure walking. Conclusions Walk Score and Transit Score appear to be useful as measures of walkability in analyses of neighborhood effects. PMID:23867022

New conceptual copper alloy bearing for diesel engine to achieve longer life under higher load; Diesel engine yo komen`atsu chojumyo jikuuke no kaihatsu

Energy Technology Data Exchange (ETDEWEB)

Tomikawa, T; Oshiro, H; Hashizume, K; Kamiya, S [Taiho Kogyo Co. Ltd., Aichi (Japan)

1997-10-01

Recently, the requirement like higher output, lower fuel consumption and cleaner exhaust gas for automotive engines has been increased. As a result, especially, higher bearing performance is required for diesel engine under a higher unit load and longer period. For this reason, we have developed the new conceptual copper alloy bearing to achieve higher performance under a higher unit load. This paper describes about the performance of this new bearing material. 3 refs., 12 figs., 5 tabs.

Defining the impact of hemophilia: the Academic Achievement in Children with Hemophilia Study.

Science.gov (United States)

Shapiro, A D; Donfield, S M; Lynn, H S; Cool, V A; Stehbens, J A; Hunsberger, S L; Tonetta, S; Gomperts, E D

2001-12-01

, parents' education, and IQ. The median number of bleeding episodes experienced in the year before enrollment for the cohort as a whole was 12. The median number of bleeding episodes in children on prophylaxis at enrollment was significantly lower than in children on on-demand therapy (6 vs 25.5). The mean achievement scores were within the average range of academic performance: reading, 100.4; mathematics, 101.6; language, 108.1; writing, 95.4; and total achievement, 102.5. When children were categorized as above or below the study group median by number of bleeding episodes, those who had a low number of bleeding episodes (achievement (104.4 vs 100.6) and mathematics (103.6 vs 99.6) than children in the higher bleeding episode category (> or =12) after adjusting for child's IQ and parents' education. Treatment with prophylaxis per se was not associated with better test scores, but children who had been treated on a regimen of long-term prophylaxis (>40% of lifetime) and reported achievement (104.9 vs 100.6), mathematics (105.2 vs 99.6), and reading (104.0 vs 98.6) than all other children reporting > or =12 bleeding episodes in the same time period. Increased school absenteeism and hemophilia-related limitations in physical functioning among children with greater frequency of bleeding episodes were proposed as the mechanisms for lower scores. The number of bleeding episodes was positively correlated with school absenteeism (Spearman correlation = 0.23), and children with more school absences had lower scores in mathematics, reading, and total achievement, even after adjusting for the child's IQ and parents' education. Children with fewer bleeding episodes also had better PhS scores than children in the high bleeding episode category (48.4 vs 41.3). The mean PhS for children in the low bleeding episode group (48.4) was similar to that of the general US population (50), but the mean PhS for children in the higher bleeding episode group was almost a full standard deviation

The effect of A teacher questioning strategy training program on teaching behavior, student achievement, and retention

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Otto, Paul B.; Schuck, Robert F.

The use of questions in the classroom has been employed throughout the recorded history of teaching. One still hears the term Socratic method during discussions of questioning procedures. The use of teacher questions is presently viewed as a viable procedure for effective instruction. This study was conducted to investigate the feasibility of training teachers in the use of a questioning technique and the resultant effect upon student learning. The Post-Test Only Control Group Design was used in randomly assigning teachers and students to experimental and control groups. A group of teachers was trained in the use of a specific questioning technique. Follow-up periodic observations were made of questioning technique behavior while teaching science units to groups of students. Post-unit achievement tests were administered to the student groups to obtain evidence of a relationship between the implementation of specific types of teacher questions and student achievement and retention. Analysis of observation data indicated a higher use of managerial and rhetorical questions by the control group than the experimental group. The experimental group employed a greater number of recall and data gathering questions as well as higher order data processing and data verification type questions. The student posttest achievement scores for both units of instruction were greater for the experimental groups than for the control groups. The retention scores for both units were Beater for the experimental groups than for the control groups.

Impact of Emotional Intelligence on Academic Achievement and Leadership

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Beena Johnson

2016-10-01

Full Text Available Emotional intelligence is the ability to perceive, appraise and control one's emotions. It is the ability to motivate oneself even in stressful situations, to control impulsive behaviour and to manage feelings in perfect way. Emotional intelligence can be considered as a set of skills which contribute to the proper assessment and regulation of emotions, and the utilization of feelings for best achievement in academics, profession and life. Emotional Intelligence is an important predictor of success in life and has significant role in stress management and academic achievement. Students who are high academic performers, usually have higher emotional intelligence scores compared with children with scholastic backwardness. Individuals with high emotional intelligence will correctly understand emotional issues, manage stressful situations successfully and regulate emotions in the best way. They are balanced, empathetic, self-aware and sociable. They have very strong will-power and are intrinsically motivated. Emotional intelligence is also a crucial factor needed for successful leadership. It has significant role in academic and organizational success.

Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education

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Al-Qahtani, Awadh A. Y.; Higgins, S. E.

2013-01-01

The study investigates the effect of e-learning, blended learning and classroom learning on students' achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students' achievement in the different groups, pre- and post-achievement tests were used. The…

Development and validation of a composite scoring system for robot-assisted surgical training--the Robotic Skills Assessment Score.

Science.gov (United States)

Chowriappa, Ashirwad J; Shi, Yi; Raza, Syed Johar; Ahmed, Kamran; Stegemann, Andrew; Wilding, Gregory; Kaouk, Jihad; Peabody, James O; Menon, Mani; Hassett, James M; Kesavadas, Thenkurussi; Guru, Khurshid A

2013-12-01

A standardized scoring system does not exist in virtual reality-based assessment metrics to describe safe and crucial surgical skills in robot-assisted surgery. This study aims to develop an assessment score along with its construct validation. All subjects performed key tasks on previously validated Fundamental Skills of Robotic Surgery curriculum, which were recorded, and metrics were stored. After an expert consensus for the purpose of content validation (Delphi), critical safety determining procedural steps were identified from the Fundamental Skills of Robotic Surgery curriculum and a hierarchical task decomposition of multiple parameters using a variety of metrics was used to develop Robotic Skills Assessment Score (RSA-Score). Robotic Skills Assessment mainly focuses on safety in operative field, critical error, economy, bimanual dexterity, and time. Following, the RSA-Score was further evaluated for construct validation and feasibility. Spearman correlation tests performed between tasks using the RSA-Scores indicate no cross correlation. Wilcoxon rank sum tests were performed between the two groups. The proposed RSA-Score was evaluated on non-robotic surgeons (n = 15) and on expert-robotic surgeons (n = 12). The expert group demonstrated significantly better performance on all four tasks in comparison to the novice group. Validation of the RSA-Score in this study was carried out on the Robotic Surgical Simulator. The RSA-Score is a valid scoring system that could be incorporated in any virtual reality-based surgical simulator to achieve standardized assessment of fundamental surgical tents during robot-assisted surgery. Copyright © 2013 Elsevier Inc. All rights reserved.

The Patient Health Questionnaire (PHQ-9) scores and the lifestyles of nursing students.

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Urasaki, Midori; Oshima, Nozomi; Okabayashi, Ayako; Sadatsune, Mai; Shibuya, Aki; Nishiura, Akina; Takao, Toshihiro

2009-08-01

The objective of this investigation was to examine depression in, and the lifestyles of, 260 college students of a nursing school in nonclinical settings. The principal measure of depressive symptoms was the 9-item depression module from the Patient Health Questionnaire (PHQ-9). Additional questions were focused on current stress levels and sleeping, eating, and exercising habits. One hundred and fifty-two college students finally participated. Overall, the average PHQ-9 score was 7.7 +/- 5.1 (SD). The students with PHQ-9 scores of 15 or higher were 9.2%. The average PHQ-9 scores in the 1st school year were significantly higher than those of the 4th school year. The students feeling stressed had significantly higher PHQ-9 scores than those that felt no stress. PHQ-9 scores in the students who had unsatisfactory sleeping habits were significantly higher than those in the students who felt they had satisfactory sleep. The students who slept less than 5 hours and more than 8 hours had significantly higher PHQ-9 scores than those who slept 6-7 hours. PHQ-9 scores in the students who never ate breakfast were higher than those who ate breakfast everyday. Moreover, the students who never ate 3 meals daily had higher PHQ-9 scores than those who did. The results suggest that there is a strong relationship between the severity of depressive symptoms and the lifestyles of college students. This underscores the need to provide effective mental health outreach and treatment, including lifestyle modification, at an early stage in college life.

In patients suffering from idiopathic central serous chorioretinopathy, anxiety scores are higher than in healthy controls, but do not vary according to sex or repeated central serous chorioretinopathy

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Bazzazi N

2015-04-01

Full Text Available Nooshin Bazzazi,1 Mohammad Ahmadpanah,2 Siamak Akbarzadeh,1 Mohammad Ali Seif Rabiei,3 Edith Holsboer-Trachsler,4 Serge Brand4,5 1Department of Ophthalmology, Faculty of Medicine, Hamadan University of Medical Sciences, Hamadan, Iran; 2Research Center for Behavioral Disorders and Substance Abuse, Hamadan University of Medical Sciences; Hamadan, Iran; 3Department of Social Medicine, Faculty of Medicine, Hamadan University of Medical Sciences, Hamadan, Iran; 4Psychiatric Clinics of the University of Basel, Center for Affective, Stress and Sleep Disorders, Basel, Switzerland; 5Department of Sport and Health Science, Sport Science Section, University of Basel, Basel, Switzerland Introduction: Idiopathic central serous chorioretinopathy (CSCR is a relatively common ophthalmic disorder characterized by the development of a serous detachment of the sensory retina. Psychophysiological factors may trigger or maintain CSCR, though, surprisingly, the association between CSCR and anxiety has yet to be studied. The aims of the present study were threefold: to determine whether 1 Iranian patients with CSCR have higher scores for anxiety, 2 anxiety is lower, if CSCR has been experienced twice, and whether 3 anxiety scores differ between sexes.Methods: A total of 30 patients with CSCR and 30 healthy age- and sex-matched controls took part in the study. A brief face-to-face interview was conducted covering demographic variables and history and occurrence of CSCR and assessing anxiety.Results: Compared to healthy controls, anxiety was significantly higher in both first-time and second-time CSCR patients. In CSCR patients, anxiety scores did not differ between sexes.Conclusion: Higher anxiety scores were observed in Iranian patients with CSCR, irrespective of whether this was the first or second occurrence of CSCR. This suggests there is no psychological adaptation in terms of reduced anxiety among patients with repeated CSCR. Keywords: idiopathic central

The Politics of Achievement Gaps

DEFF Research Database (Denmark)

Valant, J.; Newark, D. A.

2016-01-01

on achievement gaps have received little attention from researchers, despite playing an important role in shaping policymakers’ behaviors. Drawing on randomized experiments with a nationally representative sample of adults, we explore the public’s beliefs about test score gaps and its support for gap...

Sway Area and Velocity Correlated With MobileMat Balance Error Scoring System (BESS) Scores.

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Caccese, Jaclyn B; Buckley, Thomas A; Kaminski, Thomas W

2016-08-01

The Balance Error Scoring System (BESS) is often used for sport-related concussion balance assessment. However, moderate intratester and intertester reliability may cause low initial sensitivity, suggesting that a more objective balance assessment method is needed. The MobileMat BESS was designed for objective BESS scoring, but the outcome measures must be validated with reliable balance measures. Thus, the purpose of this investigation was to compare MobileMat BESS scores to linear and nonlinear measures of balance. Eighty-eight healthy collegiate student-athletes (age: 20.0 ± 1.4 y, height: 177.7 ± 10.7 cm, mass: 74.8 ± 13.7 kg) completed the MobileMat BESS. MobileMat BESS scores were compared with 95% area, sway velocity, approximate entropy, and sample entropy. MobileMat BESS scores were significantly correlated with 95% area for single-leg (r = .332) and tandem firm (r = .474), and double-leg foam (r = .660); and with sway velocity for single-leg (r = .406) and tandem firm (r = .601), and double-leg (r = .575) and single-leg foam (r = .434). MobileMat BESS scores were not correlated with approximate or sample entropy. MobileMat BESS scores were low to moderately correlated with linear measures, suggesting the ability to identify changes in the center of mass-center of pressure relationship, but not higher-order processing associated with nonlinear measures. These results suggest that the MobileMat BESS may be a clinically-useful tool that provides objective linear balance measures.

Achievement and Intelligence in Primary and Elementary Classes for the Educable Mentally Retarded

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Sundean, David A.; Salopek, Thomas F.

1971-01-01

The Wide Range Achievement Test scores of educable mentally handicapped children in primary and elementary classes were correlated with their Binet or Wechsler IQ scores. It was found that the WISC was a better differential predictor of achievement in reading, spelling and arithmetic at the elementary level only. (Author)

Case study: Comparison of motivation for achieving higher performance between self-directed and manager-directed aerospace engineering teams

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Erlick, Katherine

"The stereotype of engineers is that they are not people oriented; the stereotype implies that engineers would not work well in teams---that their task emphasis is a solo venture and does not encourage social aspects of collaboration" (Miner & Beyerlein, 1999, p. 16). The problem is determining the best method of providing a motivating environment where design engineers may contribute within a team in order to achieve higher performance in the organization. Theoretically, self-directed work teams perform at higher levels. But, allowing a design engineer to contribute to the team while still maintaining his or her anonymity is the key to success. Therefore, a motivating environment must be established to encourage greater self-actualization in design engineers. The purpose of this study is to determine the favorable motivational environment for design engineers and describe the comparison between two aerospace design-engineering teams: one self-directed and the other manager directed. Following the comparison, this study identified whether self-direction or manager-direction provides the favorable motivational environment for operating as a team in pursuit of achieving higher performance. The methodology used in this research was the case study focusing on the team's levels of job satisfaction and potential for higher performance. The collection of data came from three sources, (a) surveys, (b) researcher observer journal and (c) collection of artifacts. The surveys provided information regarding personal behavior characteristics, potentiality for higher performance and motivational attributes. The researcher journal provided information regarding team dynamics, individual interaction, conflict and conflict resolution. The milestone for performance was based on the collection of artifacts from the two teams. The findings from this study illustrated that whether the team was manager-directed or self-directed does not appear to influence the needs and wants of the

Sex differences in mathematics and reading achievement are inversely related: within- and across-nation assessment of 10 years of PISA data.

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Stoet, Gijsbert; Geary, David C

2013-01-01

We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations' gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits.

Do later wake times and increased sleep duration of 12th graders result in more studying, higher grades, and improved SAT/ACT test scores?

Science.gov (United States)

Cole, James S

2016-09-01

The aim of this study was to investigate the relationship between sleep duration, wake time, and hours studying on high school grades and performance on the Scholastic Aptitude Test (SAT)/ American College Testing (ACT) college entrance exams. Data were collected from 13,071 recently graduated high school seniors who were entering college in the fall of 2014. A column proportions z test with a Bonferroni adjustment was used to analyze proportional differences. Analysis of covariance (ANCOVA) was used to examine mean group differences. Students who woke up prior to 6 a.m. and got less than 8 h of sleep (27 %) were significantly more likely to report studying 11 or more hours per week (30 %), almost double the rate compared to students who got more than 8 h of sleep and woke up the latest (16 %). Post hoc results revealed students who woke up at 7 a.m. or later reported significantly higher high school grades than all other groups (p students who woke up between 6:01 a.m. and 7:00 a.m. and got eight or more hours of sleep. The highest reported SAT/ACT scores were from the group that woke up after 7 a.m. but got less than 8 h sleep (M = 1099.5). Their scores were significantly higher than all other groups. This study provides additional evidence that increased sleep and later wake time are associated with increased high school grades. However, this study also found that students who sleep the longest also reported less studying and lower SAT/ACT scores.

Martial arts intervention decreases pain scores in children with malignancy.

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Bluth, Martin H; Thomas, Ronald; Cohen, Cindy; Bluth, Amanda C; Goldberg, Elimelech

2016-01-01

childhood cancer, with greater effect achieved with higher baseline pain scores and patient age. Martial arts intervention may improve patient compliance with respect to medical and surgical management, thus reducing disease morbidity and health care costs.

Reading anxiety, classroom anxiety, language motivation, reader self-perception, and arabic achievement of Arab-American students learning arabic as a second language.

Science.gov (United States)

Alkhateeb, Haitham M

2014-12-01

The present study assessed the relations between reading anxiety, classroom anxiety, language motivation, and readers' self-perception for a sample of Arab-American students in Arabic classes. The effects of sex, grade, and years studying Arabic on academic achievement were examined as well. Measures were administered to 118 middle school students (56 boys, 62 girls; M age = 13.0 yr., SD = 0.8), and teachers reported academic grades in Arabic. Reading anxiety was significantly correlated with classroom anxiety and reader self-perception. Classroom anxiety scores were significantly correlated with motivation and reader self-perception. Significant positive correlations were found between language motivation and reader self-perception scores, and between years studying Arabic and reader self-perception scores. Boys in the second year of Arabic had significantly lower classroom anxiety than girls, and students in Grade 7 had higher reader self-perception than those in Grade 8. Classroom anxiety, language motivation, and reader self-perception significantly predicted Arabic achievement. Pedagogical implications are discussed.

Impact of Answer-Switching Behavior on Multiple-Choice Test Scores in Higher Education

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Ramazan BAŞTÜRK

2011-06-01

Full Text Available The multiple- choice format is one of the most popular selected-response item formats used in educational testing. Researchers have shown that Multiple-choice type test is a useful vehicle for student assessment in core university subjects that usually have large student numbers. Even though the educators, test experts and different test recourses maintain the idea that the first answer should be retained, many researchers argued that this argument is not dependent with empirical findings. The main question of this study is to examine how the answer switching behavior affects the multiple-choice test score. Additionally, gender differences and relationship between number of answer switching behavior and item parameters (item difficulty and item discrimination were investigated. The participants in this study consisted of 207 upper-level College of Education students from mid-sized universities. A Midterm exam consisted of 20 multiple-choice questions was used. According to the result of this study, answer switching behavior statistically increase test scores. On the other hand, there is no significant gender difference in answer-switching behavior. Additionally, there is a significant negative relationship between answer switching behavior and item difficulties.

Evaluation of a prospective scoring system designed for a multicenter breast MR imaging screening study.

Science.gov (United States)

Warren, Ruth M L; Thompson, Deborah; Pointon, Linda J; Hoff, Rebecca; Gilbert, Fiona J; Padhani, Anwar R; Easton, Douglas F; Lakhani, Sunil R; Leach, Martin O

2006-06-01

. Applying a simplified scoring system to the testing set yielded a nonsignificantly (P=.2) higher AUC than did applying the original scoring system (sensitivity, 84%; specificity, 86.0%). Good diagnostic accuracy can be achieved by using simple qualitative descriptors of lesion enhancement, including POCW. In the context of screening, quantitative enhancement parameters appear to be less useful for lesion characterization. Copyright (c) RSNA, 2006.

A RESEARCH OF THE EFFECT OF ATTITUDE, ACHIEVEMENT, AND GENDER ON MATHEMATIC EDUCATION

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Hasan Arslan

2012-04-01

Full Text Available Recent studies in math education focus on differences between behaviors and performances of male and female students. In this study, achievement and attitudes of middle school students to math were described in terms of gender and grade differences. The aim of this study is to determine whether any differences exist between female and male students’ attitudes and successes of middle school toward mathematics. This research was designed as a descriptive research. Students (6th, 7th, and 8th grades were registered to “Attitude Survey toward Mathematics”. This survey is consisted of two parts. In the first part, there are demographic questions. The second part is 5-Likert type survey which is intended to learn students’ attitudes toward mathematics. Secondly, in order to determine students’ achievements from mathematics, their grades and their state exam results were used. Because of the possibility of differentiation in teachers’ evaluation criteria and their objectivity on students’ successes, both students’ scores from state exam and their course grades were included to the analysis.The findings of this research indicate that attitude of the students toward mathematics and achievement scores in Mathematics have a significant difference in terms of their gender and grade levels. Female students performed more positive attitudes than male students toward Mathematics and female students had higher grades than male students.

Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education

DEFF Research Database (Denmark)

Herrmann, Kim Jesper; Bager-Elsborg, Anna; McCune, Velda

2017-01-01

This paper considers relationships between approaches to learning, learner identities, self-efficacy beliefs and academic achievement in higher education. In addition to already established survey instruments, a new scale, subject area affinity, was developed. The scale explores the extent to which...... students identify with their area of study and imagine being part of it in future. The new scale showed strong psychometric properties when it was tested on a sample of 4377 students at a research-intensive university. The new scale correlated positively with both the deep approach and self-efficacy scales....... The new scale also correlated negatively with the surface approach scale. K-means cluster analysis identified seven distinct groups of students who espoused interpretable combinations of approaches, self-efficacy and subject area affinity. Cluster membership was associated with differences in academic...

The creation of a healthy eating motivation score and its association with food choice and physical activity in a cross sectional sample of Irish adults.

Science.gov (United States)

Naughton, Paul; McCarthy, Sinéad N; McCarthy, Mary B

2015-06-06

This study aimed to develop a healthy eating motivation score and to determine if dietary, lifestyle and activity behaviours vary across levels of motivation to eat a healthy diet with a view to informing health promotion interventions. A cross-sectional survey of food intake, physical activity, lifestyles and food choice attitudes was conducted in a nationally representative sample of 1262 adults in the Republic of Ireland aged 18 years and over. Increasing score for health motivation was significantly and positively related to healthy eating and exercise. Women, increasing age, normal BMI, regular exercise and increasing intakes of fruit and vegetables were associated with a higher odds ratio (OR) for having a high healthy eating motivation score. However, despite a high motivation score only 31% of consumers in the strong motivation group achieved the recommendations for daily fruit and vegetable consumption, while 57% achieved the fat recommendation. A higher intake of calorie dense foods from the top shelf of the food pyramid and increased time spent watching T.V. was associated with a decreased OR for positive motivation towards healthy eating. Healthy eating promotions directed at women and older adults should focus on supporting people's motivations to attain a healthy diet by addressing issues such as dietary self-control and self-regulation. For men and younger adults, healthy eating promotions will need to address the issues underlying their weak attitudes towards healthy eating.

Direct vertebral body derotation, thoracoplasty, or both: which is better with respect to inclinometer and scoliosis research society-22 scores?

Science.gov (United States)

Samdani, Amer F; Hwang, Steven W; Miyanji, Firoz; Lonner, Baron; Marks, Michelle C; Sponseller, Paul D; Newton, Peter O; Cahill, Patrick J; Shufflebarger, Harry L; Betz, Randal R

2012-06-15

with mild preoperative rib prominences (≤ 9°), but higher SRS-22 self-image scores are achieved using both Th and DVBD. For larger rib prominences, better inclinometer readings are achieved with Th, although SRS-22 self-image scores are comparable.

The Impact of Color-Coding Freshmen Integrated-Science Assignments on Student Achievement

Science.gov (United States)

Sturdivant Allen, Anita Kay

Students in Grade 9 exhibit high rates of grade retention and absenteeism. Educators have used different strategies that will increase the achievement of those students. The purpose of this study was to determine whether a relationship existed between student achievement and the strategy to use colored paper for Grade 9 science assignments and tests. Itten's color theory provided the theoretical framework. Itten was one of the first researchers to explore the notion that the human eye can detect wavelengths as colors and that those colors can engage and create order in the human brain. A sample of students assigned to 4 classroom teachers at one high school who volunteered to take part in the study for 18 weeks were used in this quantitative study. Teachers administered student assessments on blue, green, yellow, and white paper. Each class was assigned 1 of the 4 colors for 4.5 weeks. The classes were then assigned a different color for the same length of time until each class had exposure to all 4 colors. Physical science exams given to students in the same grade or subject were used as the dependent variable. An ANOVA indicated that the groups using blue paper scored the highest on the physical science exams; students who used white paper earned the lowest scores. When comparing all 3 groups using colored paper (all three colored paper groups combined into one group) to the white paper groups, t-test results indicated that students using any colored paper scored higher than students using white paper. Further research on the impact of colored paper on student academic performance is necessary. Implications for positive social change indicate that new knowledge about instructional tools that impact student achievement deserves more attention.

Gender Gaps in High School GPA and ACT Scores: High School Grade Point Average and ACT Test Score by Subject and Gender. Information Brief 2014-12

Science.gov (United States)

ACT, Inc., 2014

2014-01-01

Female students who graduated from high school in 2013 averaged higher grades than their male counterparts in all subjects, but male graduates earned higher scores on the math and science sections of the ACT. This information brief looks at high school grade point average and ACT test score by subject and gender

Preoperative Short Form Health Survey Score Is Predictive of Return to Play and Minimal Clinically Important Difference at a Minimum 2-Year Follow-up After Anterior Cruciate Ligament Reconstruction.

Science.gov (United States)

Nwachukwu, Benedict U; Chang, Brenda; Voleti, Pramod B; Berkanish, Patricia; Cohn, Matthew R; Altchek, David W; Allen, Answorth A; Williams, Riley J

2017-10-01

.3; and SF-12 MCS, 48.3. These thresholds were not independently predictive but achieved significance as part of the multivariable analysis. In the multivariable analysis for RTP, preoperative SF-12 PCS scores above 42.3 (odds ratio [OR], 2.73; 95% CI, 1.09-7.62) and SF-12 MCS scores above 48.3 (OR, 4.41; 95% CI, 1.80-10.98) were predictive for achieving RTP; an ACL allograft (OR, 0.26; 95% CI, 0.06-1.00) was negatively predictive of RTP. In the multivariable analysis for the MCID, patients with higher preoperative scores were less likely to achieve the MCID ( P predictive of achieving the MCID on the IKDC form (OR, 1.27; 95% CI, 1.11-1.52) and Lysholm scale (OR, 1.08; 95% CI, 1.00-1.16). Medial meniscal injuries, older age, and white race were also associated with a decreased likelihood for achieving the MCID. Preoperative SF-12 MCS and PCS scores were predictive of RTP after ACLR; patients scoring above 42.3 on the SF-12 PCS and 48.3 on the SF-12 MCS were more likely to achieve RTP. Additionally, we defined the MCID after ACLR and found that higher SF-12 MCS scores were predictive of achieving the MCID on knee-specific questionnaires.

Teacher Evaluations: A Correlation of Observed Teaching Practice and Student Achievement

Science.gov (United States)

Wright, Pamela D.

2017-01-01

This quantitative study employed a correlational research design to examine the extent to which overall teacher evaluation scores and instructional practice domain scores relate to student achievement scores in mathematics and English language arts among 3rd grade students. This research tested the theory of instruction by Jerome Bruner as it…

Family Endowments and the Achievement of Young Children with Special Reference to the Underclass.

Science.gov (United States)

Hill, M. Anne; O'Neill, June

1994-01-01

Children's scores on the Peabody Picture Vocabulary Test were influenced by mothers' schooling, grandparents' schooling, and family size. Increases in mothers' working hours negatively affected children's achievement. Welfare dependence reduced test scores, largely due to transmission of an underclass heritage of low achievement. (Author/SK)

[Definition of the Diagnosis Osteomyelitis-Osteomyelitis Diagnosis Score (ODS)].

Science.gov (United States)

Schmidt, H G K; Tiemann, A H; Braunschweig, R; Diefenbeck, M; Bühler, M; Abitzsch, D; Haustedt, N; Walter, G; Schoop, R; Heppert, V; Hofmann, G O; Glombitza, M; Grimme, C; Gerlach, U-J; Flesch, I

2011-08-01

The disease "osteomyelitis" is characterised by different symptoms and parameters. Decisive roles in the development of the disease are played by the causative bacteria, the route of infection and the individual defense mechanisms of the host. The diagnosis is based on different symptoms and findings from the clinical history, clinical symptoms, laboratory results, diagnostic imaging, microbiological and histopathological analyses. While different osteomyelitis classifications have been published, there is to the best of our knowledge no score that gives information how sure the diagnosis "osteomyelitis" is in general. For any scientific study of a disease a valid definition is essential. We have developed a special osteomyelitis diagnosis score for the reliable classification of clinical, laboratory and technical findings. The score is based on five diagnostic procedures: 1) clinical history and risk factors, 2) clinical examination and laboratory results, 3) diagnostic imaging (ultrasound, radiology, CT, MRI, nuclear medicine and hybrid methods), 4) microbiology, and 5) histopathology. Each diagnostic procedure is related to many individual findings, which are weighted by a score system, in order to achieve a relevant value for each assessment. If the sum of the five diagnostic criteria is 18 or more points, the diagnosis of osteomyelitis can be viewed as "safe" (diagnosis class A). Between 8-17 points the diagnosis is "probable" (diagnosis class B). Less than 8 points means that the diagnosis is "possible, but unlikely" (class C diagnosis). Since each parameter can score six points at a maximum, a reliable diagnosis can only be achieved if at least 3 parameters are scored with 6 points. The osteomyelitis diagnosis score should help to avoid the false description of a clinical presentation as "osteomyelitis". A safe diagnosis is essential for the aetiology, treatment and outcome studies of osteomyelitis. © Georg Thieme Verlag KG Stuttgart · New York.

Effects of basic character design and animation concepts using the flipped learning and project-based learning approach on learning achievement and creative thinking of higher education students

Science.gov (United States)

Autapao, Kanyarat; Minwong, Panthul

2018-01-01

Creative thinking was an important learning skill in the 21st Century via learning and innovation to promote students' creative thinking and working with others and to construct innovation. This is one of the important skills that determine the readiness of the participants to step into the complex society. The purposes of this research were 1) to compare the learning achievement of students after using basic character design and animation concepts using the flipped learning and project-based learning and 2) to make a comparison students' creative thinking between pretest and posttest. The populations were 29 students in Multimedia Technology program at Thepsatri Rajabhat University in the 2nd semester of the academic year 2016. The experimental instruments were lesson plans of basic character design and animation concepts using the flipped learning and project based learning. The data collecting instrument was creative thinking test. The data were analyzed by the arithmetic mean, standard deviation and The Wilcoxon Matched Pairs Signed-Ranks Test. The results of this research were 1) the learning achievement of students were statistically significance of .01 level and 2) the mean score of student's creativity assessment were statistically significance of .05 level. When considering all of 11 KPIs, showed that respondents' post-test mean scores higher than pre-test. And 5 KPIs were statistically significance of .05 level, consist of Originality, Fluency, Elaboration, Resistance to Premature Closure, and Intrinsic Motivation. It's were statistically significance of .042, .004, .049, .024 and .015 respectively. And 6 KPIs were non-statistically significant, include of Flexibility, Tolerance of Ambiguity, Divergent Thinking, Convergent Thinking, Risk Taking, and Extrinsic Motivation. The findings revealed that the flipped learning and project based learning provided students the freedom to simply learn on their own aptitude. When working together with project

Higher Education Quality Assessment Model: Towards Achieving Educational Quality Standard

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Noaman, Amin Y.; Ragab, Abdul Hamid M.; Madbouly, Ayman I.; Khedra, Ahmed M.; Fayoumi, Ayman G.

2017-01-01

This paper presents a developed higher education quality assessment model (HEQAM) that can be applied for enhancement of university services. This is because there is no universal unified quality standard model that can be used to assess the quality criteria of higher education institutes. The analytical hierarchy process is used to identify the…

SKATE: a docking program that decouples systematic sampling from scoring.

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Feng, Jianwen A; Marshall, Garland R

2010-11-15

SKATE is a docking prototype that decouples systematic sampling from scoring. This novel approach removes any interdependence between sampling and scoring functions to achieve better sampling and, thus, improves docking accuracy. SKATE systematically samples a ligand's conformational, rotational and translational degrees of freedom, as constrained by a receptor pocket, to find sterically allowed poses. Efficient systematic sampling is achieved by pruning the combinatorial tree using aggregate assembly, discriminant analysis, adaptive sampling, radial sampling, and clustering. Because systematic sampling is decoupled from scoring, the poses generated by SKATE can be ranked by any published, or in-house, scoring function. To test the performance of SKATE, ligands from the Asetex/CDCC set, the Surflex set, and the Vertex set, a total of 266 complexes, were redocked to their respective receptors. The results show that SKATE was able to sample poses within 2 A RMSD of the native structure for 98, 95, and 98% of the cases in the Astex/CDCC, Surflex, and Vertex sets, respectively. Cross-docking accuracy of SKATE was also assessed by docking 10 ligands to thymidine kinase and 73 ligands to cyclin-dependent kinase. 2010 Wiley Periodicals, Inc.

Second-year medical students' motivational beliefs, emotions, and achievement.

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Artino, Anthony R; La Rochelle, Jeffery S; Durning, Steven J

2010-12-01

A challenge for medical educators is to better understand the personal factors that lead to individual success in medical school and beyond. Recently, educational researchers in fields outside medicine have acknowledged the importance of motivation and emotion in students' learning and performance. These affective factors have received less emphasis in the medical education literature. This longitudinal study examined the relations between medical students' motivational beliefs (task value and self-efficacy), achievement emotions (enjoyment, anxiety and boredom) and academic achievement. Second-year medical students (n=136) completed motivational beliefs and achievement emotions surveys following their first and second trimesters, respectively. Academic achievement was operationalised as students' average course examination grades and national board shelf examination scores. The results largely confirmed the hypothesised relations between beliefs, emotions and achievement. Structural equation modelling revealed that task value beliefs were positively associated with course-related enjoyment (standardised regression coefficient [β] = 0.59) and were negatively related to boredom (β= -0.25), whereas self-efficacy beliefs were negatively associated with course-related anxiety only (β = -0.47). Furthermore, student enjoyment was positively associated with national board shelf examination score (β = 0.31), whereas anxiety and boredom were both negatively related to course examination grade (β= -0.36 and -0.27, respectively). The overall structural model accounted for considerable variance in each of the achievement outcomes: R(2) = 0.20 and 0.14 for the course examination grade and national board shelf examination score, respectively. This study suggests that medical students' motivational beliefs and achievement emotions are important contributors to their academic achievement. These results have implications for medical educators striving to understand the

Impact of STS (Context-Based Type of Teaching) in Comparison With a Textbook Approach on Attitudes and Achievement in Community College Chemistry Classrooms

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Perkins, Gita

The purpose of this study was to analyze the impact of a context-based teaching approach (STS) versus a more traditional textbook approach on the attitudes and achievement of community college chemistry students. In studying attitudes toward chemistry within this study, I used a 30-item Likert scale in order to study the importance of chemistry in students' lives, the importance of chemistry, the difficulty of chemistry, interest in chemistry, and the usefulness of chemistry for their future career. Though the STS approach students had higher attitude post scores, there was no significant difference between the STS and textbook students' attitude post scores. It was noted that females had higher postattitude scores in the STS group, while males had higher postattitude scores in the textbook group. With regard to postachievement, I noted that males had higher scores in both groups. A correlation existed between postattitude and postachievement in the STS classroom. In summary, while an association between attitude and achievement was found in the STS classroom, teaching approach or sex was not found to influence attitudes, while sex was also not found to influence achievement. These results, overall, suggest that attitudes are not expected to change on the basis of either teaching approach or gender, and that techniques other than changing the teaching approach would need to be used in order to improve the attitudes of students. Qualitative analysis of an online discussion activity on Energy revealed that STS students were able to apply aspects of chemistry in decision making related to socioscientific issues. Additional analysis of interview and written responses provided insight regarding attitudes toward chemistry, with respect to topics of applicability of chemistry to life, difficulties with chemistry, teaching approach for chemistry, and the intent for enrolling in additional chemistry courses. In addition, the surveys of female students brought out

Breakfast, midday meals and academic achievement in rural primary schools in Uganda: implications for education and school health policy.

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Acham, Hedwig; Kikafunda, Joyce K; Malde, Marian K; Oldewage-Theron, Wilna H; Egal, Abdulkadir A

2012-01-01

Underachievement in schools is a global problem and is especially prevalent in developing countries. Indicators of educational performance show that Uganda has done remarkably well on education access-related targets since the introduction of universal primary education in 1997. However, educational outcomes remain disappointing. The absence of school feeding schemes, one of the leading causes of scholastic underachievement, has not been given attention by the Ugandan authorities. Instead, as a national policy, parents are expected to provide meals even though many, especially in the rural areas, cannot afford to provide even the minimal daily bowl of maize porridge. To assess and demonstrate the effect of breakfast and midday meal consumption on academic achievement of schoolchildren. We assessed household characteristics, feeding patterns and academic achievement of 645 schoolchildren (aged 9-15 years) in Kumi district, eastern Uganda, in 2006-2007, using a modified cluster sampling design which involved only grade 1 schools (34 in total) and pupils of grade four. Household questionnaires and school records were used to collect information on socio-demographic factors, feeding patterns and school attendance. Academic achievement was assessed using unstandardized techniques, specifically designed for this study. Underachievement (the proportion below a score of 120.0 points) was high (68.4%); in addition, significantly higher achievement and better feeding patterns were observed among children from the less poor households (pbreakfast and a midday meal, particularly for boys (p1.0). We observed that underachievement was relatively high; inadequate patterns of meal consumption, particularly for the most poor, significantly higher scores among children from 'less poor' households and a significant association between academic achievement and breakfast and midday meal consumption.

An Exploratory Study of Creativity, Personality and Schooling Achievement

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Berlin, Noémi; Tavani, Jean-Louis; Beasançon, Maud

2016-01-01

We investigate the link between schooling achievement and creativity scores, controlling for personality traits and other individual characteristics. Our study is based on field data collected in a secondary school situated in a Parisian suburb. Four scores of creativity were measured on 9th graders. Verbal divergent thinking negatively predicts…

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.

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

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Dickinson Ben D.

2016-03-01

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

Self-concept of academic ability as a function of sex, age, and academic achievement among African adolescents.

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Mboya, M M

1998-08-01

This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls.

Association between the Osteoporosis Self-Assessment Tool for Asians Score and Mortality in Patients with Isolated Moderate and Severe Traumatic Brain Injury: A Propensity Score-Matched Analysis.

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Rau, Cheng-Shyuan; Kuo, Pao-Jen; Wu, Shao-Chun; Chen, Yi-Chun; Hsieh, Hsiao-Yun; Hsieh, Ching-Hua

2016-12-03

Background: The purpose of this study was to use a propensity score-matched analysis to investigate the association between the Osteoporosis Self-Assessment Tool for Asians (OSTA) scores and clinical outcomes of patients with isolated moderate and severe traumatic brain injury (TBI). Methods: The study population comprised 7855 patients aged ≥40 years who were hospitalized for treatment of isolated moderate and severe TBI (an Abbreviated Injury Scale (AIS) ≥3 points only in the head and not in other regions of the body) between 1 January 2009 and 31 December 2014. Patients were categorized as high-risk (OSTA score -1; n = 5359). Two-sided Pearson's chi-squared, or Fisher's exact tests were used to compare categorical data. Unpaired Student's t -test and Mann-Whitney U test were performed to analyze normally and non-normally distributed continuous data, respectively. Propensity score-matching in a 1:1 ratio was performed using NCSS software, with adjustment for covariates. Results: Compared to low-risk patients, high- and medium-risk patients were significantly older and injured more severely. The high- and medium-risk patients had significantly higher mortality rates, longer hospital length of stay, and a higher proportion of admission to the intensive care unit than low-risk patients. Analysis of propensity score-matched patients with adjusted covariates, including gender, co-morbidity, blood alcohol concentration level, Glasgow Coma Scale score, and Injury Severity Score revealed that high- and medium-risk patients still had a 2.4-fold (odds ratio (OR), 2.4; 95% confidence interval (CI), 1.39-4.15; p = 0.001) and 1.8-fold (OR, 1.8; 95% CI, 1.19-2.86; p = 0.005) higher mortality, respectively, than low-risk patients. However, further addition of age as a covariate for the propensity score-matching demonstrated that there was no significant difference between high-risk and low-risk patients or between medium-risk and low-risk patients, implying that older age

The Interplay Among Academic Self-Concept, Self-Efficacy, Self-Regulation and Academic Achievement of Higher Education L2 Learners

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Özkan KIRMIZI

2015-01-01

Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept wa...

High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept.

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Preckel, Franzis; Schmidt, Isabelle; Stumpf, Eva; Motschenbacher, Monika; Vogl, Katharina; Scherrer, Vsevolod; Schneider, Wolfgang

2017-11-23

Effects of full-time ability grouping on students' academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students' average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students' ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction

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Harris, Maureen Ann

2007-01-01

While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the ‘whole’ child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child wh...

Factors Predicting Mathematics Achievement of 8th Graders in TIMSS 2015

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Mehmet Hayri SARI

2017-09-01

Full Text Available In the study, it is aimed to investigate the student, teacher and school factors predicting mathematics achievement of Turkish 8th grade students in TIMSS 2015. The group of the study consists of 6079 students and 220 teachers who attended TIMSS from Turkey. The data of the study was obtained from student and teacher questionnaires and mathematics cognitive test scores. In the data analysis, multilevel regression analysis was used in which dependent variables were plausible mathematics scores and independent variables were student, teacher and school scale scores. According to results, 34% percent of student-level variance was explained by student-level variables. It was found that self-confidence level of students was the most important predictor of mathematics achievement among student-level variables. Additionally, educational resources at home variable was also among the important predictors of mathematics achievement. Teacher and school factors explained 29% of between school variance. Among these variables, school emphasis on academic success and teaching limited by student needs were two significant variables that could predict mathematics achievement of students.

The effects of hands-on-science instruction on the science achievement of middle school students

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Wiggins, Felita

Student achievement in the Twenty First Century demands a new rigor in student science knowledge, since advances in science and technology require students to think and act like scientists. As a result, students must acquire proficient levels of knowledge and skills to support a knowledge base that is expanding exponentially with new scientific advances. This study examined the effects of hands-on-science instruction on the science achievement of middle school students. More specifically, this study was concerned with the influence of hands-on science instruction versus traditional science instruction on the science test scores of middle school students. The subjects in this study were one hundred and twenty sixth-grade students in six classes. Instruction involved lecture/discussion and hands-on activities carried out for a three week period. Specifically, the study ascertained the influence of the variables gender, ethnicity, and socioeconomic status on the science test scores of middle school students. Additionally, this study assessed the effect of the variables gender, ethnicity, and socioeconomic status on the attitudes of sixth grade students toward science. The two instruments used to collect data for this study were the Prentice Hall unit ecosystem test and the Scientific Work Experience Programs for Teachers Study (SWEPT) student's attitude survey. Moreover, the data for the study was treated using the One-Way Analysis of Covariance and the One-Way Analysis of Variance. The following findings were made based on the results: (1) A statistically significant difference existed in the science performance of middle school students exposed to hands-on science instruction. These students had significantly higher scores than the science performance of middle school students exposed to traditional instruction. (2) A statistically significant difference did not exist between the science scores of male and female middle school students. (3) A statistically

A comparative study on assessment procedures and metric properties of two scoring systems of the Coma Recovery Scale-Revised items: standard and modified scores.

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Sattin, Davide; Lovaglio, Piergiorgio; Brenna, Greta; Covelli, Venusia; Rossi Sebastiano, Davide; Duran, Dunja; Minati, Ludovico; Giovannetti, Ambra Mara; Rosazza, Cristina; Bersano, Anna; Nigri, Anna; Ferraro, Stefania; Leonardi, Matilde

2017-09-01

The study compared the metric characteristics (discriminant capacity and factorial structure) of two different methods for scoring the items of the Coma Recovery Scale-Revised and it analysed scale scores collected using the standard assessment procedure and a new proposed method. Cross sectional design/methodological study. Inpatient, neurological unit. A total of 153 patients with disorders of consciousness were consecutively enrolled between 2011 and 2013. All patients were assessed with the Coma Recovery Scale-Revised using standard (rater 1) and inverted (rater 2) procedures. Coma Recovery Scale-Revised score, number of cognitive and reflex behaviours and diagnosis. Regarding patient assessment, rater 1 using standard and rater 2 using inverted procedures obtained the same best scores for each subscale of the Coma Recovery Scale-Revised for all patients, so no clinical (and statistical) difference was found between the two procedures. In 11 patients (7.7%), rater 2 noted that some Coma Recovery Scale-Revised codified behavioural responses were not found during assessment, although higher response categories were present. A total of 51 (36%) patients presented the same Coma Recovery Scale-Revised scores of 7 or 8 using a standard score, whereas no overlap was found using the modified score. Unidimensionality was confirmed for both score systems. The Coma Recovery Scale Modified Score showed a higher discriminant capacity than the standard score and a monofactorial structure was also supported. The inverted assessment procedure could be a useful evaluation method for the assessment of patients with disorder of consciousness diagnosis.

Test Scores, Class Rank and College Performance: Lessons for Broadening Access and Promoting Success.

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Niu, Sunny X; Tienda, Marta

2012-04-01

Using administrative data for five Texas universities that differ in selectivity, this study evaluates the relative influence of two key indicators for college success-high school class rank and standardized tests. Empirical results show that class rank is the superior predictor of college performance and that test score advantages do not insulate lower ranked students from academic underperformance. Using the UT-Austin campus as a test case, we conduct a simulation to evaluate the consequences of capping students admitted automatically using both achievement metrics. We find that using class rank to cap the number of students eligible for automatic admission would have roughly uniform impacts across high schools, but imposing a minimum test score threshold on all students would have highly unequal consequences by greatly reduce the admission eligibility of the highest performing students who attend poor high schools while not jeopardizing admissibility of students who attend affluent high schools. We discuss the implications of the Texas admissions experiment for higher education in Europe.

The effect of four instructional methods, gender, and time of testing on the achievement of sixth graders learning to interpret graphs

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Young, Jerry Wayne

The purpose of this study was to determine the effects of four instructional methods (direct instruction, computer-aided instruction, video observation, and microcomputer-based lab activities), gender, and time of testing (pretest, immediate posttest for determining the immediate effect of instruction, and a delayed posttest two weeks later to determine the retained effect of the instruction) on the achievement of sixth graders who were learning to interpret graphs of displacement and velocity. The dependent variable of achievement was reflected in the scores earned by students on a testing instrument of established validity and reliability. The 107 students participating in the study were divided by gender and were then randomly assigned to the four treatment groups, each taught by a different teacher. Each group had approximately equal numbers of males and females. The students were pretested and then involved in two class periods of the instructional method which was unique to their group. Immediately following treatment they were posttested and two weeks later they were posttested again. The data in the form of test scores were analyzed with a two-way split-plot analysis of variance to determine if there was significant interaction among technique, gender, and time of testing. When significant interaction was indicated, the Tukey HSD test was used to determine specific mean differences. The results of the analysis indicated no gender effect. Only students in the direct instruction group and the microcomputer-based laboratory group had significantly higher posttest-1 scores than pretest scores. They also had significantly higher posttest-2 scores than pretest scores. This suggests that the learning was retained. The other groups experienced no significant differences among pretest, posttest-1, and posttest-2 scores. Recommendations are that direct instruction and microcomputer-based laboratory activities should be considered as effective stand-alone methods for

Multilevel Analysis of Student Civics Knowledge Scores

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Gregory, Chris; Miyazaki, Yasuo

2018-01-01

Compositional effects of scholarly culture classroom/school climate on civic knowledge scores of 9th graders in the United States were examined using the International Association for the Evaluation of Educational Achievement (IEA) 1999 Civic Education Study data. Following Evans et al. (2010, 2014), we conceived that the number of books at home,…

The effects of functional group counseling on inspiring low-achieving students' self-worth and self-efficacy in Taiwan.

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Hong, Zuway-R; Lin, Huann-shyang; Wang, Hsin-Hui; Chen, Hsiang-Ting; Yu, Tien-chi

2012-01-01

In this study, we investigated the effects of functional group counseling on inspiring low achievers' self-worth and self-efficacy in Taiwan. Forty-three 10th grade low-achieving students volunteered as the Experimental Group to join a 24-week intervention, which integrated and utilized functional group counseling; another 51 10th grade low-achieving students volunteered to be Comparison Group I. In addition, 43 10th grade moderate or high academic achieving students volunteered to be Comparison Group II. All participants completed the Vocational School Student Questionnaire at the beginning and end of this study to measure their self-worth and self-efficacy. In addition, six target students (two boys and four girls) with the lowest total scores on self-worth or self-efficacy in the pretest were selected from the Experimental Group to be interviewed at the end of the intervention and observed weekly. Analyses of variance, analyses of covariance, and paired t-tests assessed the similarity and differences among groups. The initial findings were as follows: Experimental group students had significantly higher scores on self-efficacy and self-worth than both Comparison Group I and Group II students and functional group counseling was shown to significantly affect the low-achieving students. Qualitative results from interviews and observations were used for triangulation and consolidation of quantitative results. Implications of the study included the recommended use of functional group counseling with low-achieving students.

Multiple Score Comparison: a network meta-analysis approach to comparison and external validation of prognostic scores

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Sarah R. Haile

2017-12-01

Full Text Available Abstract Background Prediction models and prognostic scores have been increasingly popular in both clinical practice and clinical research settings, for example to aid in risk-based decision making or control for confounding. In many medical fields, a large number of prognostic scores are available, but practitioners may find it difficult to choose between them due to lack of external validation as well as lack of comparisons between them. Methods Borrowing methodology from network meta-analysis, we describe an approach to Multiple Score Comparison meta-analysis (MSC which permits concurrent external validation and comparisons of prognostic scores using individual patient data (IPD arising from a large-scale international collaboration. We describe the challenges in adapting network meta-analysis to the MSC setting, for instance the need to explicitly include correlations between the scores on a cohort level, and how to deal with many multi-score studies. We propose first using IPD to make cohort-level aggregate discrimination or calibration scores, comparing all to a common comparator. Then, standard network meta-analysis techniques can be applied, taking care to consider correlation structures in cohorts with multiple scores. Transitivity, consistency and heterogeneity are also examined. Results We provide a clinical application, comparing prognostic scores for 3-year mortality in patients with chronic obstructive pulmonary disease using data from a large-scale collaborative initiative. We focus on the discriminative properties of the prognostic scores. Our results show clear differences in performance, with ADO and eBODE showing higher discrimination with respect to mortality than other considered scores. The assumptions of transitivity and local and global consistency were not violated. Heterogeneity was small. Conclusions We applied a network meta-analytic methodology to externally validate and concurrently compare the prognostic properties

Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

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Becker, Bronwyn E.; Luthar, Suniya S.

2002-01-01

Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social–emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspecti...

The District-Wide Effectiveness of the Achieve3000 Program: A Quasi-Experimental Study

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Borman, Geoffrey D.; Park, So Jung; Min, Sookweon

2015-01-01

The purpose of this study was to evaluate the impact of Achieve3000, a differentiated online literacy curriculum, on students' scores on the California State Test (CST). In the 2011-12 school year, 1,957 students in Chula Vista began using Achieve3000's solutions in 3rd through 8th grade. Using a form of propensity score matching called Inverse…

Comparison of the Reading Subtests of the Wechsler Individual Achievement Test-Third Edition and the Peabody Individual Achievement Test-Revised/Normative Update

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Ott, Lauren M.

2010-01-01

This study compared the reading subtests of the Wechsler Individual Achievement Test-Third Edition and the Peabody Individual Achievement Test-Revised/Normative Update. Scores were compared on these two tests in a group of 28 students ages 7 through 12 who were referred or reevaluated for suspected learning problems. The data were collected…

Predictive validity of the comprehensive basic science examination mean score for assessment of medical students' performance

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Firouz Behboudi

2002-04-01

Full Text Available Background Medical education curriculum improvements can be achieved bye valuating students performance. Medical students have to pass two undergraduate comprehensive examinations, basic science and preinternship, in Iran. Purpose To measure validity of the students' mean score in comprehensive basic science exam (CBSE for predicting their performance in later curriculum phases. Methods This descriptive cross-sectional study was conducted on 95 (38 women and 55 men Guilan medical university students. Their admission to the university was 81% by regional quota and 12% by shaheed and other organizations' share. They first enrolled in 1994 and were able to pass CBS£ at first try. Data on gender, regional quota, and average grades of CBS£, PC, and CPIE were collected by a questionnaire. The calculations were done by SPSS package. Results The correlation coefficient between CBS£ and CPIE mean scores (0.65 was higher than correlation coefficient between CBS£ and PC mean scores (0.49. The predictive validity of CBS£ average grade was significant for students' performance in CPIE; however, the predictive validity of CBSE mean scores for students I pe1jormance in PC was lower. Conclusion he students' mean score in CBSE can be a good denominator for their further admission. We recommend further research to assess the predictive validity for each one of the basic courses. Keywords predictive validity, comprehensive basic exam

Higher IELTS Score, Higher Academic Performance?\\ud The Validity of IELTS in Predicting the Academic Performance\\ud of Chinese Students

OpenAIRE

Yen, Dorothy; Kuzma, Joanne

2009-01-01

The International English Language Testing System (IELTS) is widely accepted as a reliable means of assessing whether candidates are ready to study or train in the medium of the English language. It consists of four key parts: reading, speaking, listening and writing. Before enrolling onto any HE programmes at the University of Worcester, international students are required to take the IELTS exam and obtain a\\ud score of 6.0 and above, indicating a satisfactory command of English. However, de...

The impact of podcasts, screencasts, and vodcasts on student achievement in the science classroom

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Pena, Ruben, Jr.

Educators in today's society are in search for different ways to reach their students in order to keep them engaged and active in the learning process. There are several strategies that teachers have utilized in the classroom in order to reach all students. Now seen more in the classroom is the use of technology in one form or another. There are several types of technologies that one may employ while in the classroom, but seen more recently is the use of podcasts, screencasts, and vodcasts. The major purpose of the study was to investigate the impact of using podcasts, screencasts, and vodcasts in conjunction with science curriculum on student academic achievement. Two intermediate schools from the south Texas region were chosen as a convenience sample for the study because one school utilized the technology of podcasts, screencasts, and vodcasts at the student created level while the other school did not utilize podcasts, screencasts, and vodcasts at the student created level. The researcher collected scores from curriculum based assessments that were aligned with the Texas Essential Knowledge and Skills (TEKS) for comparison between the two different groups, while controlling grade five science TAKS scores for group equalization. Once all data was collected, scores were entered into the Statistical Package for the Social Sciences (SPSS) and were analyzed using an analysis of covariance. The ANCOVA allowed the researcher to see that differences among curriculum based assessments scores existed between the two different schools. Scores were higher for the students who utilized podcasts, screencasts, and vodcasts at the student created level when compared to those scores for students who did not utilize podcasts, screencasts, and vodcasts at the student created level. This study showed the benefits reaped of having students create their own podcasts, screencasts, and vodcasts. Having students create their own technology has them actively engaged in the learning

Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

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Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

2010-12-01

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

An Objective Fluctuation Score for Parkinson's Disease

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Horne, Malcolm K.; McGregor, Sarah; Bergquist, Filip

2015-01-01

Introduction Establishing the presence and severity of fluctuations is important in managing Parkinson’s Disease yet there is no reliable, objective means of doing this. In this study we have evaluated a Fluctuation Score derived from variations in dyskinesia and bradykinesia scores produced by an accelerometry based system. Methods The Fluctuation Score was produced by summing the interquartile range of bradykinesia scores and dyskinesia scores produced every 2 minutes between 0900-1800 for at least 6 days by the accelerometry based system and expressing it as an algorithm. Results This Score could distinguish between fluctuating and non-fluctuating patients with high sensitivity and selectivity and was significant lower following activation of deep brain stimulators. The scores following deep brain stimulation lay in a band just above the score separating fluctuators from non-fluctuators, suggesting a range representing adequate motor control. When compared with control subjects the score of newly diagnosed patients show a loss of fluctuation with onset of PD. The score was calculated in subjects whose duration of disease was known and this showed that newly diagnosed patients soon develop higher scores which either fall under or within the range representing adequate motor control or instead go on to develop more severe fluctuations. Conclusion The Fluctuation Score described here promises to be a useful tool for identifying patients whose fluctuations are progressing and may require therapeutic changes. It also shows promise as a useful research tool. Further studies are required to more accurately identify therapeutic targets and ranges. PMID:25928634

Attention and Achievement Exhibited by Middle- and Lower Class Black and White Elementary School Boys

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Hall, Vernon C.; And Others

1977-01-01

Although there were social class and race differences in achievement and intelligence test scores, no relationship was found between attending and these variables. There was a significant correlation between the intelligence and achievement test scores, but no evidence that the relationship was different for the different groups. (Author/MV)

Sustained availability of trimethoprim in drinking water to achieve higher plasma sulphonamide-trimethoprim antibacterial activity in broilers.

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Sumano, H; Hernandez, L; Gutierrez, L; Bernad-Bernad, M J

2005-02-01

(1) In order to make trimethoprim (TMP) available to broilers throughout the day, a sustained release formulation (SRF) of the drug in the form of granules was added to the water tank that supplies drinking water. (2) Broilers were initially dosed with sulphachloropiridazine-TMP (SCP-TMP 5:1) and then further medicated throughout the day, achieving in the end a dose of 30 mg/kg each of SCP and TMP (group A). Group B received a preparation with the same dose of SCP and TMP (1:1) as group A, but administered as a single dose without the SRF of TMP. Group C received the customary SCP-TMP 5:1 preparation (30 and 6 mg/kg, respectively). Water tanks were completely consumed in 3 to 4 h. (3) Broilers were bled at different times and concentration of antibacterial activity in serum determined by correlating the composite antibacterial activity of SCP and TMP with actual concentrations of these drugs by means of a microbiological agar diffusion assay. (4) Time vs serum concentrations of activity were higher in group B; the increments in the maximum serum concentration for group B over groups A and C being 39 and 67%, respectively. (5) However, the sustained concentration of activity over time, measured as the area under the cu)rve, was highest in group A. Group B had higher values for area under the curve than group C. (6) An additional dose of TMP to achieve 30 mg/kg of both SCP and TMP improves the serum concentration of this combination over the customary 5:1 proportion. The best values for sustaining antibacterial activity were obtained using a 1:1 ratio as in group A. The use of a SRF as in group A may translate into better clinical results.

HIGHER ORDER THINKING IN TEACHING GRAMMAR

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Citra Dewi

2017-04-01

Full Text Available The aim of this paper discussed about how to enhance students’ higher order thinking that should be done by teacher in teaching grammar. Usually teaching grammar was boring and has the same way to learn like change the pattern of sentence into positive, negative and introgative while the students’ need more various way to develop their thinking. The outcome of students’ competence in grammar sometimes not sufficient enough when the students’ occured some test international standart like Test of English Foreign Language, International English Language Testing. Whereas in TOEFL test it needed higher order thinking answer, so teacher should develop students’ higher order thingking in daily teaching grammar in order to make the students’ enhance their thinking are higher. The method was used in this paper by using field study based on the experience of teaching grammar. It can be shown by students’ toefl score was less in stucture and written expression. The result of this paper was after teacher gave some treatments to enhance students’ higher order thinking in teaching grammar, the students’ toefl scores are sufficient enough as a part of stucture and written expression. It can concluded that it needed some strategies to enhancce students higher order thinking by teaching grammar it can make students’ higher toefl score. Teachers should be creative and inovative to teach the students’ started from giving the students’ question or test in teaching grammar.

Mediterranean diet score and left ventricular structure and function: the Multi-Ethnic Study of Atherosclerosis.

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Levitan, Emily B; Ahmed, Ali; Arnett, Donna K; Polak, Joseph F; Hundley, W Gregory; Bluemke, David A; Heckbert, Susan R; Jacobs, David R; Nettleton, Jennifer A

2016-09-01

Data are limited on the relation between dietary patterns and left ventricular (LV) structure and function. We examined cross-sectional associations of a diet-score assessment of a Mediterranean dietary pattern with LV mass, volume, mass-to-volume ratio, stroke volume, and ejection fraction. We measured LV variables with the use of cardiac MRI in 4497 participants in the Multi-Ethnic Study of Atherosclerosis study who were aged 45-84 y and without clinical cardiovascular disease. We calculated a Mediterranean diet score from intakes of fruit, vegetables, nuts, legumes, whole grains, fish, red meat, the monounsaturated fat:saturated fat ratio, and alcohol that were self-reported with the use of a food-frequency questionnaire. We used linear regression with adjustment for body size, physical activity, and cardiovascular disease risk factors to model associations and assess the shape of these associations (linear or quadratic). The Mediterranean diet score had a slight U-shaped association with LV mass (adjusted means: 146, 145, 146, and 147 g across quartiles of diet score, respectively; P-quadratic trend = 0.04). The score was linearly associated with LV volume, stroke volume, and ejection fraction: for each +1-U difference in score, LV volume was 0.4 mL higher (95% CI: 0.0, 0.8 mL higher), the stroke volume was 0.5 mL higher (95% CI: 0.2, 0.8 mL higher), and the ejection fraction was 0.2 percentage points higher (95% CI: 0.1, 0.3 percentage points higher). The score was not associated with the mass-to-volume ratio. A higher Mediterranean diet score is cross-sectionally associated with a higher LV mass, which is balanced by a higher LV volume as well as a higher ejection fraction and stroke volume. Participants in this healthy, multiethnic sample whose dietary patterns most closely conformed to a Mediterranean-type pattern had a modestly better LV structure and function than did participants with less-Mediterranean-like dietary patterns. This trial was registered at

From scores to face templates: a model-based approach.

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Mohanty, Pranab; Sarkar, Sudeep; Kasturi, Rangachar

2007-12-01

Regeneration of templates from match scores has security and privacy implications related to any biometric authentication system. We propose a novel paradigm to reconstruct face templates from match scores using a linear approach. It proceeds by first modeling the behavior of the given face recognition algorithm by an affine transformation. The goal of the modeling is to approximate the distances computed by a face recognition algorithm between two faces by distances between points, representing these faces, in an affine space. Given this space, templates from an independent image set (break-in) are matched only once with the enrolled template of the targeted subject and match scores are recorded. These scores are then used to embed the targeted subject in the approximating affine (non-orthogonal) space. Given the coordinates of the targeted subject in the affine space, the original template of the targeted subject is reconstructed using the inverse of the affine transformation. We demonstrate our ideas using three, fundamentally different, face recognition algorithms: Principal Component Analysis (PCA) with Mahalanobis cosine distance measure, Bayesian intra-extrapersonal classifier (BIC), and a feature-based commercial algorithm. To demonstrate the independence of the break-in set with the gallery set, we select face templates from two different databases: Face Recognition Grand Challenge (FRGC) and Facial Recognition Technology (FERET) Database (FERET). With an operational point set at 1 percent False Acceptance Rate (FAR) and 99 percent True Acceptance Rate (TAR) for 1,196 enrollments (FERET gallery), we show that at most 600 attempts (score computations) are required to achieve a 73 percent chance of breaking in as a randomly chosen target subject for the commercial face recognition system. With similar operational set up, we achieve a 72 percent and 100 percent chance of breaking in for the Bayesian and PCA based face recognition systems, respectively. With

The acitretin and methotrexate combination therapy for psoriasis vulgaris achieves higher effectiveness and less liver fibrosis.

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An, Jingang; Zhang, Dingwei; Wu, Jiawen; Li, Jiong; Teng, Xiu; Gao, Xiaomin; Li, Ruilian; Wang, Xiuying; Xia, Linlin; Xia, Yumin

2017-07-01

Both acitretin and methotrexate are effective in ameliorating psoriatic lesion. However, their combination has been seldom reported in the treatment of psoriasis because of the warning regarding the potential hepatotoxicity of the drug interactions. This study was designed to investigate the effectiveness of such combination therapy for psoriasis vulgaris, and the potential benefit as well as side effect during the treatment. Thirty-nine patients with psoriasis vulgaris were treated with acitretin, methotrexate or their combination or as control. Similarly, K14-VEGF transgenic psoriasis-like mice were treated with these drugs. Human primary keratinocytes and hepatic stellate cells were used for analyzing their effect in vitro. The results showed that the combination therapy exhibited higher effectiveness in remitting skin lesion, but did not significantly affect the liver function of both patients and mice. Moreover, the combination groups showed less elevation of profibrotic factors in sera when compared with methotrexate alone groups accordingly. Furthermore, primary keratinocytes expressed more involucrin as well as loricrin and proliferated more slowly on the combined stimulation. Interestingly, such combination treatment induced lower expression of profibrotic factors in hepatic stellate cells. In conclusion, the acitretin-methotrexate combination therapy for psoriasis vulgaris can achieve higher effectiveness and result in less liver fibrosis. Copyright © 2017 Elsevier Ltd. All rights reserved.

Development of Open-Ended Problems for Measuring The Higher-Order-Thinking-Skills of High School Students on Global Warming Phenomenon

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Fianti; Najwa, F. L.; Linuwih, S.

2017-04-01

Higher-order-thinking-skills can not be developed directly, except by training which is employing open-ended problems for measuring and developing critics, creativeness, and problem-solving thinking-skills of students. This study is a research and development producing open-ended problems. The purpose of this study is to measure the properness and effectiveness of the developed product and to observe the profile of higher-order-thinking-skills of students on global warming phenomenon. The result of properness test of open-ended problems according to the experts is 92,59% on the first stage and 97,53% on the second stage, so we can assume that the product isvery proper. The result of effectiveness test shows the coefficient of correlation between student’s midterm test scores and open-ended questions is 0,634 which is in the category of strong. Higher-order-thinking-skills of SMA Negeri 1 Salatiga students is in the category of good with the average achievement scores 61,28.

Differences of wells scores accuracy, caprini scores and padua scores in deep vein thrombosis diagnosis

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Gatot, D.; Mardia, A. I.

2018-03-01

Deep Vein Thrombosis (DVT) is the venous thrombus in lower limbs. Diagnosis is by using venography or ultrasound compression. However, these examinations are not available yet in some health facilities. Therefore many scoring systems are developed for the diagnosis of DVT. The scoring method is practical and safe to use in addition to efficacy, and effectiveness in terms of treatment and costs. The existing scoring systems are wells, caprini and padua score. There have been many studies comparing the accuracy of this score but not in Medan. Therefore, we are interested in comparative research of wells, capriniand padua score in Medan.An observational, analytical, case-control study was conducted to perform diagnostic tests on the wells, caprini and padua score to predict the risk of DVT. The study was at H. Adam Malik Hospital in Medan.From a total of 72 subjects, 39 people (54.2%) are men and the mean age are 53.14 years. Wells score, caprini score and padua score has a sensitivity of 80.6%; 61.1%, 50% respectively; specificity of 80.65; 66.7%; 75% respectively, and accuracy of 87.5%; 64.3%; 65.7% respectively.Wells score has better sensitivity, specificity and accuracy than caprini and padua score in diagnosing DVT.

Leveraging the Power of Experiential Learning to Achieve Higher-Order Proficiencies

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Henderson, Amy

2018-01-01

Although experiential learning approaches, such as service-learning, have been shown to increase student motivation and academic achievement, faculty concerns about the costs of developing and implementing such courses have limited their adoption within economics. One cost that can be eliminated is the opportunity cost typically associated with…

Genetic link between family socioeconomic status and children's educational achievement estimated from genome-wide SNPs.

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Krapohl, E; Plomin, R

2016-03-01

One of the best predictors of children's educational achievement is their family's socioeconomic status (SES), but the degree to which this association is genetically mediated remains unclear. For 3000 UK-representative unrelated children we found that genome-wide single-nucleotide polymorphisms could explain a third of the variance of scores on an age-16 UK national examination of educational achievement and half of the correlation between their scores and family SES. Moreover, genome-wide polygenic scores based on a previously published genome-wide association meta-analysis of total number of years in education accounted for ~3.0% variance in educational achievement and ~2.5% in family SES. This study provides the first molecular evidence for substantial genetic influence on differences in children's educational achievement and its association with family SES.

External validation of the NOBLADS score, a risk scoring system for severe acute lower gastrointestinal bleeding.

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Tomonori Aoki

Full Text Available We aimed to evaluate the generalizability of NOBLADS, a severe lower gastrointestinal bleeding (LGIB prediction model which we had previously derived when working at a different institution, using an external validation cohort. NOBLADS comprises the following factors: non-steroidal anti-inflammatory drug use, no diarrhea, no abdominal tenderness, blood pressure ≤ 100 mmHg, antiplatelet drug use, albumin < 3.0 g/dL, disease score ≥ 2, and syncope.We retrospectively analyzed 511 patients emergently hospitalized for acute LGIB at the University of Tokyo Hospital, from January 2009 to August 2016. The areas under the receiver operating characteristic curves (ROCs-AUCs for severe bleeding (continuous and/or recurrent bleeding were compared between the original derivation cohort and the external validation cohort.Severe LGIB occurred in 44% of patients. Several clinical factors were significantly different between the external and derivation cohorts (p < 0.05, including background, laboratory data, NOBLADS scores, and diagnosis. The NOBLADS score predicted the severity of LGIB with an AUC value of 0.74 in the external validation cohort and one of 0.77 in the derivation cohort. In the external validation cohort, the score predicted the risk for blood transfusion need (AUC, 0.71, but was not adequate for predicting intervention need (AUC, 0.54. The in-hospital mortality rate was higher in patients with a score ≥ 5 than in those with a score < 5 (AUC, 0.83.Although the external validation cohort clinically differed from the derivation cohort in many ways, we confirmed the moderately high generalizability of NOBLADS, a clinical risk score for severe LGIB. Appropriate triage using this score may support early decision-making in various hospitals.

Some Relationships Between Birth Order, Sex, Family Size, Sibling Span, and Reading Achievement.

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Grygo, Rosemary E. Cox

Reading scores earned by 286 fifth-grade pupils taking the California Test of Basic Skills were used in a study examining the relationship between reading achievement and birth order and related family factors. Vocabulary scores were significantly related to birth order, family size, and socioeconomic status. Comprehension scores were…

Formation of borrower’s bank credit scoring integrated model

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O.V. Lysenok

2017-03-01

Full Text Available The article proposes the borrower’s bank credit scoring model that is of particular relevance in an unstable world and Ukrainian financial markets. The essence of this integrated model is the consistent definition of indicators, which analyze the financial and economic situation and development of scoring that allows to calculate overall index, that is, the integral factor of credit scoring level of the bank to calculate which one uses the formed set of factors characterizing riskiness, profitability and liquidity of the banking institution. The author determines the factors according to their functional purpose; the former ones are divided into four groups: capital adequacy, loan portfolio quality, profitability and liquidity. Each group consists of four indicators; each indicator is assigned thresholds to determine the appropriate credit scoring level of the bank for one or another direction. The higher is the value of the integral factor, the more efficient and less risky is the financial and economic activity of banks and the higher is their credit scoring level. The study concludes that the proposed model for bank credit scoring differs with its transparency and clarity due to use in its implementation only public information. The disadvantages include the presence of the subjective factor in assigning a certain number of points based on expert and normative methods.

Stress-Induced Hyperglycemia, but Not Diabetic Hyperglycemia, Is Associated with Higher Mortality in Patients with Isolated Moderate and Severe Traumatic Brain Injury: Analysis of a Propensity Score-Matched Population.

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Rau, Cheng-Shyuan; Wu, Shao-Chun; Chen, Yi-Chun; Chien, Peng-Chen; Hsieh, Hsiao-Yun; Kuo, Pao-Jen; Hsieh, Ching-Hua

2017-11-03

Background : Admission hyperglycemia is associated with higher morbidity and mortality in patients with traumatic brain injury (TBI). Stress-induced hyperglycemia (SIH), a form of hyperglycemia induced by the stress response, is associated with increased patient mortality following TBI. However, admission hyperglycemia occurs not only in SIH but also in patients with diabetic hyperglycemia (DH). Current information regarding whether trauma patients with SIH represent a distinct group with differential outcomes compared to those with DH remains limited. Methods : Serum glucose concentration ≥200 mg/dL upon arrival at the emergency department was defined as hyperglycemia. Presence of diabetes mellitus (DM) was determined by patient history and/or admission glycated hemoglobin (HbA1c) level ≥6.5%. In the present study, the patient cohort included those with moderate and severe TBI, as defined by an Abbreviated Injury Scale (AIS) score ≥3 points in the head, and excluded those who had additional AIS scores ≥3 points in any other region of the body. A total of 1798 adult patients with isolated moderate to severe TBI were allocated into four groups: SIH ( n = 140), DH ( n = 187), diabetic normoglycemia (DN, n = 186), and non-diabetic normoglycemia (NDN, n = 1285). Detailed patient information was retrieved from the Trauma Registry System at a level I trauma center between 1 January 2009, and 31 December 2015. Unpaired Student's t - and Mann-Whitney U -tests were used to analyze normally and non-normally distributed continuous data, respectively. Categorical data were compared using the Pearson chi-square or two-sided Fisher's exact tests. Matched patient populations were allocated in a 1:1 ratio according to propensity scores calculated by NCSS software. Logistic regression was used to evaluate the effect of SIH and DH on the adjusted mortality outcome. Results : In patients with isolated moderate to severe TBI, the presence of SIH and DH led to 9.1-fold and 2

Military Deployment and Elementary Student Achievement

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Phelps, Terri; Dunham, Mardis; Lyons, Robert

2010-01-01

This study investigated the impact that military deployment has upon academic achievement of elementary school students. TerraNova test scores of 137 fourth and fifth grade students in two elementary schools with a high proportion of military dependent children were examined for two consecutive years. Although the academic test performance fell…

Leadership and culture of data governance for the achievement of higher education goals (Case study: Indonesia University of Education)

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Putro, Budi Laksono; Surendro, Kridanto; Herbert

2016-02-01

Data is a vital asset in a business enterprise in achieving organizational goals. Data and information affect the decision-making process on the various activities of an organization. Data problems include validity, quality, duplication, control over data, and the difficulty of data availability. Data Governance is the way the company / institution manages its data assets. Data Governance covers the rules, policies, procedures, roles and responsibilities, and performance indicators that direct the overall management of data assets. Studies on governance data or information aplenty recommend the importance of cultural factors in the governance of research data. Among the organization's leadership culture has a very close relationship, and there are two concepts turn, namely: Culture created by leaders, leaders created by culture. Based on the above, this study exposure to the theme "Leadership and Culture Of Data Governance For The Achievement Of Higher Education Goals (Case Study: Indonesia University Of Education)". Culture and Leadership Model Development of on Higher Education in Indonesia would be made by comparing several models of data governance, organizational culture, and organizational leadership on previous studies based on the advantages and disadvantages of each model to the existing organizational business. Results of data governance model development is shown in the organizational culture FPMIPA Indonesia University Of Education today is the cultural market and desired culture is a culture of clan. Organizational leadership today is Individualism Index (IDV) (83.72%), and situational leadership on selling position.

Increased correlation coefficient between the written test score and tutors' performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia.

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Jaiprakash, Heethal; Min, Aung Ko Ko; Ghosh, Sarmishtha

2016-03-01

This paper is aimed at finding if there was a change of correlation between the written test score and tutors' performance test scores in the assessment of medical students during a problem-based learning (PBL) course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group's tutors did not receive tutor training; while the second group's tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors' performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors' scores in group 1 was 0.099 (pcorrelation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

An Examination of Authentic Leadership Traits and Their Relation to Student Achievement Scores

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Hunter, Robin C.

2017-01-01

The purpose of this quantitative, single case study was to examine principal perceptions of their own leadership traits which may impact student achievement. Principals in one Florida district were invited to participate in an open ended interview, providing their own perceptions of their personal leadership behaviors. By examining the data…

Learned Helplessness, Test Anxiety, and Academic Achievement: A Longitudinal Analysis.

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Fincham, Frank D.; And Others

1989-01-01

Examines the stability of individual differences in test anxiety and learned helplessness of 82 children in third grade and later in fifth grade. Results indicate that teacher reports of helplessness had the strongest and most consistent relation to concurrent achievement and to achievement test scores two years later. (RJC)

A STUDY ON SOCIAL ADJUSTMENT AMONG HIGHER SECONDARY SCHOOL STUDENTS AND ITS IMPACT ON THEIR ACADEMIC ACHIEVEMENT IN COIMBATORE DISTRICT

OpenAIRE

P.Priya Packiaselvi; Ms.Malathi.V.A

2017-01-01

Every human being seeks adjustment to various situations. He constantly makes efforts to adjustment himself to his surroundings because a wholesome adjustment is essential for leading a happy life and going satisfaction. Social adjustment to other people is general and to the group with which they are identified is particular. The main motive of the study is to find out the social adjustment among higher secondary school students and its impact on academic achievement in Coimbatore Educationa...

Evaluation of SAMe-TT2R2 Score on Predicting Success With Extended-Interval Warfarin Monitoring.

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Hwang, Andrew Y; Carris, Nicholas W; Dietrich, Eric A; Gums, John G; Smith, Steven M

2018-06-01

In patients with stable international normalized ratios, 12-week extended-interval warfarin monitoring can be considered; however, predictors of success with this strategy are unknown. The previously validated SAMe-TT 2 R 2 score (considering sex, age, medical history, treatment, tobacco, and race) predicts anticoagulation control during standard follow-up (every 4 weeks), with lower scores associated with greater time in therapeutic range. To evaluate the ability of the SAMe-TT 2 R 2 score in predicting success with extended-interval warfarin follow-up in patients with previously stable warfarin doses. In this post hoc analysis of a single-arm feasibility study, baseline SAMe-TT 2 R 2 scores were calculated for patients with ≥1 extended-interval follow-up visit. The primary analysis assessed achieved weeks of extended-interval follow-up according to baseline SAMe-TT 2 R 2 scores. A total of 47 patients receiving chronic anticoagulation completed a median of 36 weeks of extended-interval follow-up. The median baseline SAMe-TT 2 R 2 score was 1 (range 0-5). Lower SAMe-TT 2 R 2 scores appeared to be associated with greater duration of extended-interval follow-up achieved, though the differences between scores were not statistically significant. No individual variable of the SAMe-TT 2 R 2 score was associated with achieved weeks of extended-interval follow-up. Analysis of additional patient factors found that longer duration (≥24 weeks) of prior stable treatment was significantly associated with greater weeks of extended-interval follow-up completed ( P = 0.04). Conclusion and Relevance: This pilot study provides limited evidence that the SAMe-TT 2 R 2 score predicts success with extended-interval warfarin follow-up but requires confirmation in a larger study. Further research is also necessary to establish additional predictors of successful extended-interval warfarin follow-up.

Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap.

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Becker, Bronwyn E; Luthar, Suniya S

2002-01-01

Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.

Achievement motivation and memory: achievement goals differentially influence immediate and delayed remember-know recognition memory.

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Murayama, Kou; Elliot, Andrew J

2011-10-01

Little research has been conducted on achievement motivation and memory and, more specifically, on achievement goals and memory. In the present research, the authors conducted two experiments designed to examine the influence of mastery-approach and performance-approach goals on immediate and delayed remember-know recognition memory. The experiments revealed differential effects for achievement goals over time: Performance-approach goals showed higher correct remember responding on an immediate recognition test, whereas mastery-approach goals showed higher correct remember responding on a delayed recognition test. Achievement goals had no influence on overall recognition memory and no consistent influence on know responding across experiments. These findings indicate that it is important to consider quality, not just quantity, in both motivation and memory, when studying relations between these constructs.

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 Basilar Artery on Computed Tomography Angiography Score for Acute Basilar Artery Occlusion Treated with Mechanical Thrombectomy.

Science.gov (United States)

Yang, Haihua; Ma, Ning; Liu, Lian; Gao, Feng; Mo, Dapeng; Miao, Zhongrong

2018-06-01

Recently, the Basilar Artery on Computed Tomography Angiography (BATMAN) score predicts clinical outcome of acute basilar artery occlusion (BAO), yet there is no extensive external validation. The purpose of this study was to validate the prognostic value of BATMAN scoring system for the prediction of clinical outcome in patients with acute BAO treated with endovascular mechanical thrombectomy by using cerebral digital subtraction angiography (DSA). We analyzed the clinical and angiographic data of consecutive patients with acute BAO from March 2012 to November 2016. The BATMAN scoring system was used to assess the collateral status and thrombus burden. Thrombolysis in Cerebral Infarction (TICI) score 2b-3 was defined as successful recanalization. Receiver operating characteristic (ROC) curve was used to determine the area under the curve (AUC) and the optimum cutoff value. Multivariate regression analysis was used to identify the predictor of clinical outcome. This study included 63 patients with acute BAO who underwent mechanical thrombectomy. Of these patients, 90.5% (57/63) achieved successful recanalization (TICI, 2b-3) and 34.9% (22/63) had a favorable outcome (modified Rankin Scale score 0-2). ROC analysis indicated that the AUC of the BATMAN score was .722 (95% confidence interval [CI], .594-.827), and the optimal cutoff value was 3 (sensitivity = 72.73, specificity = 63.41). In multivariate logistic regression analysis, the BATMAN score higher than 3 was associated with favorable outcome (odds ratio, 5.214; 95% CI, 1.47-18.483; P = .011). The BATMAN score on DSA seems to predict the functional outcome in patients of acute BAO treated with mechanical thrombectomy. Copyright © 2018 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Association between sleep stages and hunger scores in 36 children.

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Arun, R; Pina, P; Rubin, D; Erichsen, D

2016-10-01

Childhood obesity is a growing health challenge. Recent studies show that children with late bedtime and late awakening are more obese independent of total sleep time. In adolescents and adults, a delayed sleep phase has been associated with higher caloric intake. Furthermore, an adult study showed a positive correlation between REM sleep and energy balance. This relationship has not been demonstrated in children. However, it may be important as a delayed sleep phase would increase the proportion of REM sleep. This study investigated the relationship between hunger score and sleep physiology in a paediatric population. Thirty-six patients referred for a polysomnogram for suspected obstructive sleep apnoea were enrolled in the study. Sleep stages were recorded as part of the polysomnogram. Hunger scores were obtained using a visual analogue scale. Mean age was 9.6 ± 3.5 years. Mean hunger scores were 2.07 ± 2.78. Hunger scores were positively correlated with percentage of total rapid eye movement (REM) sleep (r = 0.438, P hunger score (r = -0.360, P hunger scores. These findings suggest that delayed bedtime, which increases the proportion of REM sleep and decreases the proportion of SWS, results in higher hunger levels in children. © 2015 World Obesity.

What Happens to the Fish's Achievement in a Little Pond? A Simultaneous Analysis of Class-Average Achievement Effects on Achievement and Academic Self-Concept

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Stäbler, Franziska; Dumont, Hanna; Becker, Michael; Baumert, Jürgen

2017-01-01

Empirical studies have demonstrated that students who are taught in a group of students with higher average achievement benefit in terms of their achievement. However, there is also evidence showing that being surrounded by high-achieving students has a negative effect on students' academic self-concept, also known as the big-fish--little-pond…

The Influence of Guided Error-Based Learning on Motor Skills Self-Efficacy and Achievement.

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Chien, Kuei-Pin; Chen, Sufen

2018-01-01

The authors investigated the role of errors in motor skills teaching, specifically the influence of errors on skills self-efficacy and achievement. The participants were 75 undergraduate students enrolled in pétanque courses. The experimental group (guided error-based learning, n = 37) received a 6-week period of instruction based on the students' errors, whereas the control group (correct motion instruction, n = 38) received a 6-week period of instruction emphasizing correct motor skills. The experimental group had significantly higher scores in motor skills self-efficacy and outcomes than did the control group. Novices' errors reflect their schema in motor skills learning, which provides a basis for instructors to implement student-centered instruction and to facilitate the learning process. Guided error-based learning can effectively enhance beginners' skills self-efficacy and achievement in precision sports such as pétanque.

Educating Grade 6 students for higher-order thinking and its influence on creativity

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Wajeeh Daher

2017-08-01

Full Text Available Educating students for higher-order thinking provides them with tools that turn them into more critical thinkers. This supports them in overcoming life problems that they encounter, as well as becoming an integral part of the society. This students’ education is attended to by educational organisations that emphasise the positive consequences of educating students for higher-order thinking, including creative thinking. One way to do that is through educational programmes that educate for higher-order thinking. One such programme is the Cognitive Research Trust (CoRT thinking programme. The present research intended to examine the effect of the participation of Grade 6 students in a CoRT programme on their creative thinking. Fifty-three students participated in the research; 27 participated in a CoRT programme, while 26 did not participate in such programme. The ANCOVA test showed that the students who participated in the CoRT programme outperformed significantly, in creative thinking, the students who did not. Moreover, the students in the CoRT programme whose achievement scores were between 86 and 100 outperformed significantly the other achievement groups of students. Furthermore, students with reported high ability outperformed significantly the other ability groups of students. The results did not show statistically significant differences in students’ creativity attributed to gender.

The power and robustness of maximum LOD score statistics.

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Yoo, Y J; Mendell, N R

2008-07-01

The maximum LOD score statistic is extremely powerful for gene mapping when calculated using the correct genetic parameter value. When the mode of genetic transmission is unknown, the maximum of the LOD scores obtained using several genetic parameter values is reported. This latter statistic requires higher critical value than the maximum LOD score statistic calculated from a single genetic parameter value. In this paper, we compare the power of maximum LOD scores based on three fixed sets of genetic parameter values with the power of the LOD score obtained after maximizing over the entire range of genetic parameter values. We simulate family data under nine generating models. For generating models with non-zero phenocopy rates, LOD scores maximized over the entire range of genetic parameters yielded greater power than maximum LOD scores for fixed sets of parameter values with zero phenocopy rates. No maximum LOD score was consistently more powerful than the others for generating models with a zero phenocopy rate. The power loss of the LOD score maximized over the entire range of genetic parameters, relative to the maximum LOD score calculated using the correct genetic parameter value, appeared to be robust to the generating models.

SOS score: an optimized score to screen acute stroke patients for obstructive sleep apnea.

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Camilo, Millene R; Sander, Heidi H; Eckeli, Alan L; Fernandes, Regina M F; Dos Santos-Pontelli, Taiza E G; Leite, Joao P; Pontes-Neto, Octavio M

2014-09-01

Obstructive sleep apnea (OSA) is frequent in acute stroke patients, and has been associated with higher mortality and worse prognosis. Polysomnography (PSG) is the gold standard diagnostic method for OSA, but it is impracticable as a routine for all acute stroke patients. We evaluated the accuracy of two OSA screening tools, the Berlin Questionnaire (BQ), and the Epworth Sleepiness Scale (ESS) when administered to relatives of acute stroke patients; we also compared these tools against a combined screening score (SOS score). Ischemic stroke patients were submitted to a full PSG at the first night after onset of symptoms. OSA severity was measured by apnea-hypopnea index (AHI). BQ and ESS were administered to relatives of stroke patients before the PSG and compared to SOS score for accuracy and C-statistics. We prospectively studied 39 patients. OSA (AHI ≥10/h) was present in 76.9%. The SOS score [area under the curve (AUC): 0.812; P = 0.005] and ESS (AUC: 0.789; P = 0.009) had good predictive value for OSA. The SOS score was the only tool with significant predictive value (AUC: 0.686; P = 0.048) for severe OSA (AHI ≥30/h), when compared to ESS (P = 0.119) and BQ (P = 0.191). The threshold of SOS ≤10 showed high sensitivity (90%) and negative predictive value (96.2%) for OSA; SOS ≥20 showed high specificity (100%) and positive predictive value (92.5%) for severe OSA. The SOS score administered to relatives of stroke patients is a useful tool to screen for OSA and may decrease the need for PSG in acute stroke setting. Copyright © 2014 Elsevier B.V. All rights reserved.

The relationship between self-concept and achievement in TIMSS 2007: A comparison between American and Japanese students

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Yoshino, Asako

2012-04-01

The purpose of this research was to investigate the relationship between eighth-grade students' maths-related self-concepts and their achievements in the Trends in International Mathematics and Science Study (TIMSS) 2007. The students' maths self-concept was compared with other variables, namely their mothers' education, their fathers' education and the amount of books held in the students' households. To investigate the potential role of culture, a comparison between American and Japanese students' scores was also included. The findings demonstrated that students' maths self-concept was positively associated with their achievement both in the United States and Japan, but Japanese students, while having higher achievement, had a lower maths self-concept than American students. Maternal education, paternal education and the number of books at home were also found to be positively related to achievement. Examining standardised coefficients, the study confirmed a strong interaction between maths self-concept and country, as well as a positive connection between maths self-concept as such (irrespective of the country) with maths achievement.

Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences

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AMENEH GHARETEPEH

2015-04-01

Full Text Available Introduction: studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement. The present study aimed to investigate the role of emotional intelligence in identifying self-efficacy among the students of Public Health School with different levels of academic achievement. Methods: This correlational study was conducted on all the students of Public Health School. 129 students were included in the study through census method. Data were collected using Emotional Intelligence and self-efficacy questionnaires and analyzed using descriptive statistics and regression analysis by SPSS 14. Results: The average score of students with high academic achievement was higher in self-efficacy (39.78±5.82 and emotional intelligence (117.07±10.33 variables and their components than that of students with low academic achievement (39.17±5.91, 112.07±13.23. The overall emotional intelligence score to predict self-efficacy explanation was different among students with different levels of academic achievement (p<0.001. Self-efficacy structure was explained through self-awareness and self-motivation components in students with low academic achievement (r=0.571. In students with high academic achievement, self-awareness, selfmotivation and social consciousness played an effective role in explaining self-efficacy (r=0.677, p<0.001. Conclusion: Emotional intelligence and self-efficacy play an important role in achieving academic success and emotional intelligence can explain self-efficacy. Therefore, it is recommended to teach emotional intelligence skills to students with low academic achievement through training workshops.

Development and validation of an achievement test in introductory quantum mechanics: The Quantum Mechanics Visualization Instrument (QMVI)

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Cataloglu, Erdat

The purpose of this study was to construct a valid and reliable multiple-choice achievement test to assess students' understanding of core concepts of introductory quantum mechanics. Development of the Quantum Mechanics Visualization Instrument (QMVI) occurred across four successive semesters in 1999--2001. During this time 213 undergraduate and graduate students attending the Pennsylvania State University (PSU) at University Park and Arizona State University (ASU) participated in this development and validation study. Participating students were enrolled in four distinct groups of courses: Modern Physics, Undergraduate Quantum Mechanics, Graduate Quantum Mechanics, and Chemistry Quantum Mechanics. Expert panels of professors of physics experienced in teaching quantum mechanics courses and graduate students in physics and science education established the core content and assisted in the validating of successive versions of the 24-question QMVI. Instrument development was guided by procedures outlined in the Standards for Educational and Psychological Testing (AERA-APA-NCME, 1999). Data gathered in this study provided information used in the development of successive versions of the QMVI. Data gathered in the final phase of administration of the QMVI also provided evidence that the intended score interpretation of the QMVI achievement test is valid and reliable. A moderate positive correlation coefficient of 0.49 was observed between the students' QMVI scores and their confidence levels. Analyses of variance indicated that students' scores in Graduate Quantum Mechanics and Undergraduate Quantum Mechanics courses were significantly higher than the mean scores of students in Modern Physics and Chemistry Quantum Mechanics courses (p important factor for students in acquiring a successful understanding of quantum mechanics.

Differences in distribution of T-scores and Z-scores among bone densitometry tests in postmenopausal women (a comparative study)

International Nuclear Information System (INIS)

Wendlova, J.

2002-01-01

To determine the character of T-score and Z-score value distribution in individually selected methods of bone densitometry and to compare them using statistical analysis. We examined 56 postmenopausal women with an age between 43 and 68 years with osteopenia or osteoporosis according to the WHO classification. The following measurements were made in each patient: T-score and Z-score for: 1) Stiffness index (S) of the left heel bone, USM (index). 2) Bone mineral density of the left heel bone (BMDh), DEXA (g of Ca hydroxyapatite per cm 2 ). 3) Bone mineral density of trabecular bone of the L1 vertebra (BMDL1). QCT (mg of Ca hydroxyapatite per cm 3 ). The densitometers used in the study were: ultrasonometer to measure heel bone, Achilles plus LUNAR, USA: DEXA to measure heel bone, PIXl, LUNAR, USA: QCT to measure the L1 vertebra, CT, SOMATOM Plus, Siemens, Germany. Statistical analysis: differences between measured values of T-scores (Z-scores) were evaluated by parametric or non-parametric methods of determining the 95 % confidence intervals (C.I.). Differences between Z-score and T-score values for compared measurements were statistically significant; however, these differences were lower for Z-scores. Largest differences in 95 % C.I., characterizing individual measurements of T-score values (in comparison with Z-scores), were found for those densitometers whose age range of the reference groups of young adults differed the most, and conversely, the smallest differences in T-score values were found when the differences between the age ranges of reference groups were smallest. The higher variation in T-score values in comparison to Z-scores is also caused by a non-standard selection of the reference groups of young adults for the QCT, PIXI and Achilles Plus densitometers used in the study. Age characteristics of the reference group for T-scores should be standardized for all types of densitometers. (author)

Pain Scores Are Not Predictive of Pain Medication Utilization

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Suzanne Galloway

2011-01-01

Full Text Available Objective. To compare Visual Analogue Scale (VAS scores with overall postoperative pain medication requirements including cumulative dose and patterns of medication utilization and to determine whether VAS scores predict pain medication utilization. Methods. VAS scores and pain medication data were collected from participants in a randomized trial of the utility of phenazopyridine for improved pain control following gynecologic surgery. Results. The mean age of the 219 participants was 54 (range19 to 94. We did not detect any association between VAS and pain medication utilization for patient-controlled anesthesia (PCA or RN administered (intravenous or oral medications. We also did not detect any association between the number of VAS scores recorded and mean pain scores. Conclusion. Postoperative VAS scores do not predict pain medication use in catheterized women inpatients following gynecologic surgery. Increased pain severity, as reflected by higher VAS scores, is not associated with an increase in pain assessment. Our findings suggest that VAS scores are of limited utility for optimal pain control. Alternative or complimentary methods may improve pain management.

The Coopersmith Self-Esteem Inventory Related to Academic Achievement and School Behavior. Interim Research Report # 23.

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Rubin, Rosalyn; And Others

Scores on the Coopersmith Self-Esteem Inventory were related to scores on achievement and intelligence tests, and to socioeconomic level and to teachers' ratings of student behavior, in order to test the hypothesis that student self esteem would have a positive effect on academic achievement. There was a small but statistically significant…

Math anxiety in second and third graders and its relation to mathematics achievement.

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Wu, Sarah S; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod

2012-01-01

Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement

Is there a relation between priapism occurring after penile doppler ultrasonography and international erectile function index score and erection hardness score levels?

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Sönmez, Mehmet Giray; Öztürk, Ahmet

2017-12-01

The relation between Erection Hardness Score (EHS) and The International Erectile Function Index (IIEF) Questionnaire- Erectile Function Domain Score (IIEF-EF score) used in erectile dysfunction (ED) evaluation and the prevalence of priapism after penile Doppler ultrasonography (PDU) was examined in this study. A total of 62 patients who had PDU were included in the study. Patients were divided into two groups; there were 33 patients in IIEF-EF score ≤10, EHS 10, EHS ≥2 group (Group 2). The two groups separated according to their scores were compared for age, body mass index (BMI), prevalence of priapism, vascular comorbidities and duration of erection. When compared to Group 2, median age, rate of vascular comorbidities rate and BMI were detected to be higher in Group 1 with IIEF-EF score ≤10 and EHS 10 and EHS ≥2 (p<0.001, p=0.027, p=0.049 respectively). High IIEF-EF and EHS scores, younger ages and lower rates of vascular comorbidities in patients from whom PDU was demanded increase the prevalence of priapism.

The Sinonasal Outcome Test 22 score in persons without chronic rhinosinusitis

DEFF Research Database (Denmark)

Lange, Bibi; Thilsing, T; Baelum, J

2016-01-01

-67 with a mean score of 10.5 (CI: 9.1 - 11.9) and the median score was 7. Persons with allergic rhinitis and blue collar workers had a significant higher score. CONCLUSION: The median value of 7 is taken as the normal SNOT 22 score in persons without CRS and can be used as a reference in clinical settings...... and research. Allergic rhinitis and occupation affects SNOT 22 in persons without CRS. This article is protected by copyright. All rights reserved....

Conventional versus combined apgar scores in neonatal asphyxia: a prospective study

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Amir Kamal Hardani

2015-01-01

Conclusion: In asphyxiated neonates sensitivity and specificity of combined apgar were more than conventional apgar. With respect to this study, better assessment could be achieved by combined apgar score method instead of conventional Apgar.

A study of the effects of gender and different instructional media (computer-assisted instruction tutorials vs. textbook) on student attitudes and achievement in a team-taught integrated science class

Science.gov (United States)

Eardley, Julie Anne

evaluations, and homework assignments indicated favorable attitudes and higher achievement scores for a majority of the students in the treatment group.

Spanish Instruction in Head Start and Dual Language Learners' Academic Achievement.

Science.gov (United States)

Miller, Elizabeth B

2017-09-01

Data from the Head Start Impact Study ( N = 1,141) and the Head Start Family and Child Experiences Survey, 2009 Cohort ( N = 825) were used to investigate whether Spanish instruction in Head Start differentially increased Spanish-speaking Dual Language Learners' (DLLs) academic achievement. Although hypothesized that Spanish instruction would be beneficial for DLLs' early literacy and math skills, results from residualized growth models showed there were no such positive associations. Somewhat surprisingly, DLL children instructed in Spanish had higher English receptive vocabulary skills at the end of the Head Start year than those not instructed, with children randomly assigned to Head Start and instructed in Spanish having the highest scores. Policy implications for Head Start-eligible Spanish-speaking DLLs are discussed.

Self-Esteem and Achievement of At-Risk Adolescent Black Males.

Science.gov (United States)

Howerton, D. Lynn; And Others

The relationship between self-esteem and academic achievement of at-risk adolescent black males was studied for 42 students in grades 6, 7, and 8. The Coopersmith Self-Esteem Inventory (SEI) was used to provide global measures of self-esteem. School grades and scores from the Stanford Achievement Test battery were used to measure academic…

Marital status and optimism score among breast cancer survivors.

Science.gov (United States)

Croft, Lindsay; Sorkin, John; Gallicchio, Lisa

2014-11-01

There are an increasing number of breast cancer survivors, but their psychosocial and supportive care needs are not well-understood. Recent work has found marital status, social support, and optimism to be associated with quality of life, but little research has been conducted to understand how these factors relate to one another. Survey data from 722 breast cancer survivors were analyzed to estimate the association between marital status and optimism score, as measured using the Life Orientation Test-Revised. Linear regression was used to estimate the relationship of marital status and optimism, controlling for potential confounding variables and assessing effect modification. The results showed that the association between marital status and optimism was modified by time since breast cancer diagnosis. Specifically, in those most recently diagnosed (within 5 years), married breast cancer survivors had a 1.50 higher mean optimism score than unmarried survivors (95 % confidence interval (CI) 0.37, 2.62; p = 0.009). The difference in optimism score by marital status was not present more than 5 years from breast cancer diagnosis. Findings suggest that among breast cancer survivors within 5 years since diagnosis, those who are married have higher optimism scores than their unmarried counterparts; this association was not observed among longer-term breast cancer survivors. Future research should examine whether the difference in optimism score among this subgroup of breast cancer survivors is clinically relevant.

Characteristics of Youth Food Preparation in Low-Income, African American Homes: Associations with Healthy Eating Index Scores.

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Sattler, Melissa; Hopkins, Laura; Anderson Steeves, Elizabeth; Cristello, Angelica; Mccloskey, Morgan; Gittelsohn, Joel; Hurley, Kristen

2015-01-01

This study explores food preparation behaviors, including types of food prepared, methods of preparation, and frequency of preparation of low-income urban African American youth ages 9-15 in Baltimore City (n = 289) and analyzes a potential association to diet quality as measured through Healthy Eating Index 2010 (HEI) scores. Overall, the youth prepared their own food 6.7 ± 0.33 times per week without significant differences between age groups or genders as measured through pairwise comparison of means. Cereal, noodles, and sandwiches were amongst the foods prepared most frequently. Linear regression analysis found youth food preparation frequency was not significantly associated with total HEI (p = 0.59), sodium (p = 0.58), empty calories (p = 0.96), or dairy scores (p = 0.12). Younger age was associated with higher total HEI scores (p = 0.012) and higher dairy scores (p = 0.01) and female gender was associated with higher total HEI scores (p = 0.03), higher sodium scores (p = 0.03), and lower dairy scores (p = 0.008).

Accuracy of the Auto Scoring by the S9 CPAP in Patients with Obstructive Sleep Apnea

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Joon Hyun Baek

2016-06-01

Full Text Available Background and Objective Several continuous positive airway pressure (CPAP devices currently in use automatically estimate and provide information of the residual respiratory events such as apnea-hypopnea index (AHI, apnea index (AI, and hypopnea index (HI. To compare the auto scoring of the residual respiratory events using the S9 CPAP device with simultaneous manual scoring and identify factors that are associated with difference between auto scoring and manual scoring in patients with OSA. Methods Patients with moderate to severe OSA titrated manually using S9 CPAP device were included. The correlation between auto scoring and manual scoring was assessed during an overnight standard in-hospital CPAP titration. Results Eighty-six patients with moderate to severe OSA were included. There was a strong correlation between auto scoring and manual scoring on AHI (r = 0.74, p < 0.001, with a stronger correlation on the AI (r = 0.86, p < 0.001, and a weaker correlation on HI (r = 0.56, p < 0.001. Overall, S9 auto scoring tended to underestimate the AHI (mean AHI difference: −1.30 owing to the strong underestimation on HI. Higher BMI, higher AHI from diagnostic polysomnography, higher leakage and lower oxygen saturation were independent factors for greater difference between auto scoring and manual scoring. Conclusions Auto scoring showed strong correlation with manual scoring. However, auto scoring of S9 CPAP tended to underestimate the AHI, as compared to manual scoring. Characteristic features of severe OSA were associated factors for difference between auto scoring and manual scoring.

Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum

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Antonijević Radovan M.

2006-01-01

Full Text Available This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls’ average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.

The effects of student-level and classroom-level factors on elementary students' science achievement in five countries

Science.gov (United States)

Kaya, Sibel

The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the elements of students' science learning were categorized as student-level and classroom-level factors. The student-level factors included gender, self-confidence in science, and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the United States and four other countries, Singapore, Japan, Australia, and Scotland were reported. Multilevel effects of student and classroom variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS 2003 science score. Overall, the results of this study showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student-level, higher levels of home resources and self-confidence and at the classroom-level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the U.S. and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the U.S. and Australia. Experimental studies that investigate the impacts of teacher and instructional factors on elementary science achievement are

Study on personality dimension negative emotionality affecting academic achievement among Malaysian medical students studying in Malaysia and overseas

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Bhagat, Vidya; Haque, Mainul; Simbak, Nordin Bin; Jaalam, Kamarudin

2016-01-01

Personality dimension negative emotionality is known to be associated with academic achievement. The present study focuses on the influence of negative emotionality (neuroticism) on the medical students’ academic achievements. The main objective of this study was to ascertain the negative emotionality scores among the first year Malaysian medical students studying in Malaysia and India, further to find out the association between negative emotionality and their academic achievements. The current study sample includes 60 first year Malaysian medical students from Universiti Sultan Zainal Abidin, Malaysia, and USM-KLE IMP, Belgaum, India. They were selected by convenient sampling technique. The Medico-Psychological questionnaire was used to find out the negative emotionality scores among the students and these scores were compared with academic scores. The data were analyzed using SPSS- 20. Thus, the study result goes with the prediction that there is a significant correlation between academic achievement and negative emotionality. We concluded that negative emotionality has a negative impact on medical student’s academic achievement regardless of the fact whether they study in their own country or overseas. PMID:27354836

Ethnic identity, school connectedness, and achievement in standardized tests among Mexican-origin youth.

Science.gov (United States)

Santos, Carlos E; Collins, Mary Ann

2016-07-01

The aim of this study was to investigate the association between school connectedness and performance in standardized test scores and whether this association was moderated by ethnic private regard. The study combines self-report data with school district reported data on standardized test scores in reading and math and free and reduced lunch status. Participants included 436 Mexican-origin youth attending a middle school in a southwestern U.S. state. Participants were on average 12.34 years of age (SD = .95) and 51.8% female and 48.2% male. After controlling for age, gender, free and reduced lunch status, and generational status, school connectedness and ethnic private regard were both positive predictors of standardized test scores in reading and math. Results also revealed a significant interaction between school connectedness and ethnic private regard in predicting standardized test scores in reading, such that participants who were low on ethnic private regard and low on school connectedness reported lower levels of achievement compared to participants who were low on ethnic private regard but high on school connectedness. At high levels of ethnic private regard, high or low levels of school connectedness were not associated with higher or lower standardized test scores in reading. The findings in this study provide support for the protective role that ethnic private regard plays in the educational experiences of Mexican-origin youth and highlights how the local school context may play a role in shaping this finding. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The moderating effect of self-efficacy on normal-weight, overweight, and obese children's math achievement: a longitudinal analysis.

Science.gov (United States)

Kranjac, Ashley Wendell

2015-03-01

Increased body weight is associated with decreased cognitive function in school-aged children. The role of self-efficacy in shaping the connection between children's educational achievement and obesity-related comorbidities has not been examined to date. Evidence of the predictive ability of self-efficacy in children is demonstrated in cognitive tasks, including math achievement scores. This study examined the relationship between self-efficacy and math achievement in normal weight, overweight, and obese children. I hypothesized that overweight and obese children with higher self-efficacy will be less affected in math achievement than otherwise comparable children with lower self-efficacy. I tested this prediction with multilevel growth modeling techniques using the ECLS-K 1998-1999 survey data, a nationally representative sample of children. Increased self-efficacy moderates the link between body weight and children's math achievement by buffering the risks that increased weight status poses to children's cognitive function. My findings indicate that self-efficacy moderates math outcomes in overweight, but not obese, children. Copyright © 2015 Elsevier Ltd. All rights reserved.

24 CFR 902.35 - Financial condition scoring and thresholds.

Science.gov (United States)

2010-04-01

...-wide operations. (3) High liquidity or reserves. (i) Under the scoring process for the Financial Condition Indicator, no points will be deducted under the Current Ratio or Monthly Expenditure Fund Balance components for a PHA that has too high liquidity or reserves if the PHA has achieved at least 90 percent of...

Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity

Science.gov (United States)

Quinn, David M.; Cooc, North; McIntyre, Joe; Gomez, Celia J.

2016-01-01

Early studies examining seasonal variation in academic achievement inequality generally concluded that socioeconomic test score gaps grew more over the summer than the school year, suggesting schools served as "equalizers." In this study, we analyze seasonal trends in socioeconomic status (SES) and racial/ethnic test score gaps using…

Differences in motivations and academic achievement

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Luis Fernando Gamboa

2013-06-01

Full Text Available This paper provides new evidence on the effect of pupils’ self-motivation on academic achievement in science across countries. By using the OECD´s Programme for International Student Assessment 2006 (PISA 2006 test, we find that self-motivation has a positive effect on students’ performance. Instrumental Variables Quantile Regression is used to analyze the existence of different estimated coefficients over the scores distribution, allowing us to deal with the potential endogeneity of self-motivation. We find that the impact of intrinsic motivation on academic performance depends on the pupil’s score. Our findings support the importance of designing focalized programs for different populations that foster their motivation towards learning.

Leadership - a key to success in achieving higher competitiveness at companies

OpenAIRE

Hudakova, Ivana

2008-01-01

The idea of leadership has fascinated people for centuries. Leadership, or leading, is an asocial process, where the leader is seeking for voluntary participation of the subordinated, thus striving to achieve the company's objectives. Leadership clearly proves to be more than exercising power and authority. It also covers a number of managerial abilities, such as susceptibility, motivation, scrupulousness, empathy and communication. Leadership has to be present at all levels of the organizati...

Stereotype threat's effect on women's achievement in chemistry: The interaction of achievement goal orientation for women in science majors

Science.gov (United States)

Conway-Klaassen, Janice Marjorie

type threat effect which reduced the differences among the experimental conditions. However, there were significant findings related to the participants' achievement goal orientations. Individuals in the stereotype threat condition displayed higher levels of performance avoidance, overall performance, and overall avoidance goal orientations consistent with the existing literature. Post-hoc open-ended questionnaires revealed that most participants believed that men and women were equally capable in mathematics and sciences but that they also had an awareness of the negative stereotype against women in mathematics and sciences among the public. This study supports the demonstration of stereotype threat effects on women who are enrolled in science based college majors. Although I was not able to create a stereotype threat effect on their chemistry challenge test scores, I was able to demonstrate an effect on their achievement goal orientations, which has implications for instructional design and standardized testing.

Mediterranean diet score and left ventricular structure and function: the Multi-Ethnic Study of Atherosclerosis12

Science.gov (United States)

Levitan, Emily B; Ahmed, Ali; Arnett, Donna K; Polak, Joseph F; Hundley, W Gregory; Bluemke, David A; Heckbert, Susan R; Jacobs, David R; Nettleton, Jennifer A

2016-01-01

Background: Data are limited on the relation between dietary patterns and left ventricular (LV) structure and function. Objective: We examined cross-sectional associations of a diet-score assessment of a Mediterranean dietary pattern with LV mass, volume, mass-to-volume ratio, stroke volume, and ejection fraction. Design: We measured LV variables with the use of cardiac MRI in 4497 participants in the Multi-Ethnic Study of Atherosclerosis study who were aged 45–84 y and without clinical cardiovascular disease. We calculated a Mediterranean diet score from intakes of fruit, vegetables, nuts, legumes, whole grains, fish, red meat, the monounsaturated fat:saturated fat ratio, and alcohol that were self-reported with the use of a food-frequency questionnaire. We used linear regression with adjustment for body size, physical activity, and cardiovascular disease risk factors to model associations and assess the shape of these associations (linear or quadratic). Results: The Mediterranean diet score had a slight U-shaped association with LV mass (adjusted means: 146, 145, 146, and 147 g across quartiles of diet score, respectively; P-quadratic trend = 0.04). The score was linearly associated with LV volume, stroke volume, and ejection fraction: for each +1-U difference in score, LV volume was 0.4 mL higher (95% CI: 0.0, 0.8 mL higher), the stroke volume was 0.5 mL higher (95% CI: 0.2, 0.8 mL higher), and the ejection fraction was 0.2 percentage points higher (95% CI: 0.1, 0.3 percentage points higher). The score was not associated with the mass-to-volume ratio. Conclusions: A higher Mediterranean diet score is cross-sectionally associated with a higher LV mass, which is balanced by a higher LV volume as well as a higher ejection fraction and stroke volume. Participants in this healthy, multiethnic sample whose dietary patterns most closely conformed to a Mediterranean-type pattern had a modestly better LV structure and function than did participants with less�

Mathematics beliefs and instructional strategies in achievement of elementary-school students in Japan: results from the TIMSS 2003 assessment.

Science.gov (United States)

House, J Daniel

2007-04-01

Recent findings concerning mathematics assessment indicate that students in Japan consistently score above international averages. Researchers have examined specific mathematics beliefs and instructional strategies associated with mathematics achievement for students in Japan. This study examined relationships among self-beliefs, classroom instructional strategies, and mathematics achievement for a large national sample of students (N=4,207) from the TIMSS 2003 international sample of fourth graders in Japan. Several significant relationships between mathematics beliefs and test scores were found; a number of classroom teaching strategies were also significantly associated with test scores. However, multiple regression using the complete set of five mathematics beliefs and five instructional strategies explained only 25.1% of the variance in mathematics achievement test scores.

Multiple Renal Artery Pseudoaneurysms in Patients Undergoing Renal Artery Embolization Following Partial Nephrectomy: Correlation with RENAL Nephrometry Scores

International Nuclear Information System (INIS)

Gupta, Nakul; Patel, Anish; Ensor, Joe; Ahrar, Kamran; Ahrar, Judy; Tam, Alda; Odisio, Bruno; Huang, Stephen; Murthy, Ravi; Mahvash, Armeen; Avritscher, Rony; McRae, Stephen; Sabir, Sharjeel; Wallace, Michael; Matin, Surena; Gupta, Sanjay

2017-01-01

PurposeTo describe the incidence of multiple renal artery pseudoaneurysms (PSA) in patients referred for renal artery embolization following partial nephrectomy and to study its relationship to RENAL nephrometry scores.Materials and MethodsThe medical records of 25 patients referred for renal artery embolization after partial nephrectomy were retrospectively reviewed for the following parameters: size and number of tumors, RENAL nephrometry scores, angiographic abnormalities, technical and clinical outcomes, and estimated glomerular filtration rates (eGFRs) after embolization.ResultsTwenty-four patients had primary renal tumors, while 1 patient had a pancreatic tumor invading the kidney. Multiple tumors were resected in 4 patients. Most patients (92 %) were symptomatic, presenting with gross hematuria, flank pain, or both. Angiography revealed PSA with (n = 5) or without (n = 20) AV fistulae. Sixteen patients (64 %) had multiple PSA involving multiple renal vessels. Higher RENAL nephrometry scores were associated with an increasing likelihood of multiple PSA. Multiple vessels were embolized in 14 patients (56 %). Clinical success was achieved after one (n = 22) or two (n = 3) embolization sessions in all patients. Post-embolization eGFR values at different time points after embolization were not significantly different from the post-operative eGFR.ConclusionA majority of patients requiring renal artery embolization following partial nephrectomy have multiple pseudoaneurysms, often requiring selective embolization of multiple vessels. Higher RENAL nephrometry score is associated with an increasing likelihood of multiple pseudoaneurysms. We found transarterial embolization to be a safe and effective treatment option with no long-term adverse effect on renal function in all but one patient with a solitary kidney.

Multiple Renal Artery Pseudoaneurysms in Patients Undergoing Renal Artery Embolization Following Partial Nephrectomy: Correlation with RENAL Nephrometry Scores

Energy Technology Data Exchange (ETDEWEB)

Gupta, Nakul [Houston Methodist Hospital (United States); Patel, Anish [The University of Texas Southwestern Medical Center (United States); Ensor, Joe [Houston Methodist Research Institute, The Houston Methodist Cancer Center (United States); Ahrar, Kamran; Ahrar, Judy; Tam, Alda; Odisio, Bruno; Huang, Stephen; Murthy, Ravi; Mahvash, Armeen; Avritscher, Rony; McRae, Stephen; Sabir, Sharjeel; Wallace, Michael [The University of Texas MD Anderson Cancer Center, Department of Interventional Radiology (United States); Matin, Surena [The University of Texas MD Anderson Cancer Center, Department of Urology (United States); Gupta, Sanjay, E-mail: sgupta@mdanderson.org [The University of Texas MD Anderson Cancer Center, Department of Interventional Radiology (United States)

2017-02-15

PurposeTo describe the incidence of multiple renal artery pseudoaneurysms (PSA) in patients referred for renal artery embolization following partial nephrectomy and to study its relationship to RENAL nephrometry scores.Materials and MethodsThe medical records of 25 patients referred for renal artery embolization after partial nephrectomy were retrospectively reviewed for the following parameters: size and number of tumors, RENAL nephrometry scores, angiographic abnormalities, technical and clinical outcomes, and estimated glomerular filtration rates (eGFRs) after embolization.ResultsTwenty-four patients had primary renal tumors, while 1 patient had a pancreatic tumor invading the kidney. Multiple tumors were resected in 4 patients. Most patients (92 %) were symptomatic, presenting with gross hematuria, flank pain, or both. Angiography revealed PSA with (n = 5) or without (n = 20) AV fistulae. Sixteen patients (64 %) had multiple PSA involving multiple renal vessels. Higher RENAL nephrometry scores were associated with an increasing likelihood of multiple PSA. Multiple vessels were embolized in 14 patients (56 %). Clinical success was achieved after one (n = 22) or two (n = 3) embolization sessions in all patients. Post-embolization eGFR values at different time points after embolization were not significantly different from the post-operative eGFR.ConclusionA majority of patients requiring renal artery embolization following partial nephrectomy have multiple pseudoaneurysms, often requiring selective embolization of multiple vessels. Higher RENAL nephrometry score is associated with an increasing likelihood of multiple pseudoaneurysms. We found transarterial embolization to be a safe and effective treatment option with no long-term adverse effect on renal function in all but one patient with a solitary kidney.

Comparing standardized measures of diligence and achievement with dental student academic performance.

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Jedrychowski, Joseph; Lindemann, Robert

2005-04-01

Utilizing a reliable and valid instrument to measure a student's application of energy and effort towards a goal (diligence) or the ability to reach goals (achievement) would enable dental educators to anticipate academic performance. This knowledge could be used to better distribute faculty and educational resources, as additional tutors could be provided for students who score low on diligence and achievement instruments. In this study, fourth-year dental students completed the Diligence Inventory and the NachNaff Scale (which measures desire to achieve) immediately prior to graduation. The scores from both inventories were correlated with nine measures of academic performance. For males, the NachNaff Scale positively correlated (pDiligence mean positively correlated with EPR and National Board Parts I and II scores. For females, the Total Diligence mean positively correlated with EPR and a predental biology-chemistry-physics grade composite. Given the simplicity of the Diligence Inventory and its significant correlations with academic performance demonstrated in this study, it appears to be a useful tool to gain insight into students' diligence in striving to obtain goals.

Ghana's achievement in mathematics in TIMSS 2007 | Mereku ...

African Journals Online (AJOL)

performance on the international benchmarks also improved significantly. The mathematics score, 309, placed Ghana at the 47th position on the overall mathematics achievement results table when the 48 participating countries, which met the TIMSS sampling requirements, were ranked by their mean performances.

Greater Equality: The Hidden Key to Better Health and Higher Scores

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Wilkinson, Richard; Pickett, Kate

2011-01-01

There are now many studies of income inequality and health that compare countries, American states, or other large regions, and the majority of these studies show that more egalitarian societies tend to be healthier. Inequality is associated with lower life expectancy, higher rates of infant mortality, shorter height, poor self-reported health,…

Relationships among personality traits, metabolic syndrome, and metabolic syndrome scores: The Kakegawa cohort study.

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Ohseto, Hisashi; Ishikuro, Mami; Kikuya, Masahiro; Obara, Taku; Igarashi, Yuko; Takahashi, Satomi; Kikuchi, Daisuke; Shigihara, Michiko; Yamanaka, Chizuru; Miyashita, Masako; Mizuno, Satoshi; Nagai, Masato; Matsubara, Hiroko; Sato, Yuki; Metoki, Hirohito; Tachibana, Hirofumi; Maeda-Yamamoto, Mari; Kuriyama, Shinichi

2018-04-01

Metabolic syndrome and the presence of metabolic syndrome components are risk factors for cardiovascular disease (CVD). However, the association between personality traits and metabolic syndrome remains controversial, and few studies have been conducted in East Asian populations. We measured personality traits using the Japanese version of the Eysenck Personality Questionnaire (Revised Short Form) and five metabolic syndrome components-elevated waist circumference, elevated triglycerides, reduced high-density lipoprotein cholesterol, elevated blood pressure, and elevated fasting glucose-in 1322 participants aged 51.1±12.7years old from Kakegawa city, Japan. Metabolic syndrome score (MS score) was defined as the number of metabolic syndrome components present, and metabolic syndrome as having the MS score of 3 or higher. We performed multiple logistic regression analyses to examine the relationship between personality traits and metabolic syndrome components and multiple regression analyses to examine the relationship between personality traits and MS scores adjusted for age, sex, education, income, smoking status, alcohol use, and family history of CVD and diabetes mellitus. We also examine the relationship between personality traits and metabolic syndrome presence by multiple logistic regression analyses. "Extraversion" scores were higher in those with metabolic syndrome components (elevated waist circumference: P=0.001; elevated triglycerides: P=0.01; elevated blood pressure: P=0.004; elevated fasting glucose: P=0.002). "Extraversion" was associated with the MS score (coefficient=0.12, P=0.0003). No personality trait was significantly associated with the presence of metabolic syndrome. Higher "extraversion" scores were related to higher MS scores, but no personality trait was significantly associated with the presence of metabolic syndrome. Copyright © 2018 Elsevier Inc. All rights reserved.

The Use of Tests in Admissions to Higher Education.

Science.gov (United States)

Fruen, Mary

1978-01-01

There are both strengths and weaknesses of using standardized test scores as a criterion for admission to institutions of higher education. The relative importance of scores is dependent on the institution's degree of selectivity. In general, decision processes and admissions criteria are not well defined. Advantages of test scores include: use of…

Timing and Magnitude of Initial Change in Disease Activity Score 28 Predicts the Likelihood of Achieving Low Disease Activity at 1 Year in Rheumatoid Arthritis Patients Treated with Certolizumab Pegol: A Post-hoc Analysis of the RAPID 1 Trial

NARCIS (Netherlands)

van der Heijde, Désirée; Keystone, Edward C.; Curtis, Jeffrey R.; Landewé, Robert B.; Schiff, Michael H.; Khanna, Dinesh; Kvien, Tore K.; Ionescu, Lucian; Gervitz, Leon M.; Davies, Owen R.; Luijtens, Kristel; Furst, Daniel E.

2012-01-01

Objective. To determine the relationship between timing and magnitude of Disease Activity Score [DAS28(ESR)] nonresponse (DAS28 improvement thresholds not reached) during the first 12 weeks of treatment with certolizumab pegol (CZP) plus methotrexate, and the likelihood of achieving low disease

Why Try? Factors that Differentiate Underachieving Gifted Students from High Achieving Gifted Students.

Science.gov (United States)

McCoach, D. Betsy; Siegle, Del

This report discusses the outcomes of a study that investigated the relationship between student scores on the five sub-scales of the School Attitude Assessment Survey-Revised (SAAS-R) and the academic achievement of known groups of gifted achievers and gifted underachievers. The study examined whether gifted achievers and gifted underachievers…

Achievement test performance in children conceived by IVF.

Science.gov (United States)

Mains, L; Zimmerman, M; Blaine, J; Stegmann, B; Sparks, A; Ansley, T; Van Voorhis, B

2010-10-01

Long-term follow-up studies of children conceived by IVF are limited. We examine academic performance on standardized tests [Iowa Tests of Basic Skills/Educational Development (ITBS/ITED)] of children conceived by IVF. Parents of children 8-17 years of age at the onset of the study (March 2008) who were conceived by IVF at the University of Iowa Hospitals and Clinics and living in the state of Iowa were contacted by mail. Parents completed questionnaires on their child's health and education and parental education. ITBS/ITED scores from school grades 3-12 were obtained on IVF children and a group of anonymous children matched by grade, year, gender and school district. Scores were analyzed using linear mixed models. Four hundred and ninety-seven couples were contacted. Two hundred and ninety-five couples (463 children) agreed to participate (59.4% of parents), with ITBS/ITED scores available on 423 children (91.4% of participants). IVF children scored higher than the national mean (P divorce and child's BMI. Cryopreservation, length of embryo culture and method of insemination did not affect scores. IVF children scored higher on standardized tests than their matched peers, suggesting that IVF does not have a negative effect on cognitive development. However, long-term follow-up of IVF children is still limited. Further research should be performed on the effect of multiple gestation on academic performance.

The Achievement of Economically Disadvantaged Fifth Graders in Summer Enrichment Camp

Science.gov (United States)

Boulden, Laurie

2013-01-01

The achievement gap between economically disadvantaged students and their traditional counterparts has continued to be a problem in education. Based on cognitive constructivist theory and enrichment theory, the purpose of this study was to investigate the relationship between scores on a high-stakes achievement test and participation in a summer…

Reasoning Ability and Academic Achievement among Secondary School Students in Trivandrum

Science.gov (United States)

Rani, K. V.

2017-01-01

Reasoning ability is the 'problem solving skills' or 'analytical ability' or 'deductive and inductive reasoning'. Academic achievement is the total score one achieved at school, college, or university from class, laboratory, library, or field work. The objectives of the study were to explore the relationship between reasoning ability and academic…

Flipping around the classroom: Accelerated Bachelor of Science in Nursing students' satisfaction and achievement.

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El-Banna, Majeda M; Whitlow, Malinda; McNelis, Angela M

2017-09-01

The flipped classroom approach is based on shared responsibility for learning by students and teachers, and empowers students to take an active role in the learning process. While utilization of this approach has resulted in higher exam scores compared to traditional approaches in prior studies, the flipped classroom has not included learners in Accelerated Bachelor of Science in Nursing (ABSN) programs. To examine differences on exam scores and satisfaction of teaching between a 3-week flipped and traditional classroom approach. Mixed methods, crossover repeated measures design. Private school of nursing located in the eastern United States. 76 ABSN students. Two separate sections of a Pharmacology course received either 3-weeks of flipped or traditional classroom during Period 1, then switched approaches during Period 2. Two exam scores measuring knowledge and a questionnaire assessing satisfaction of teaching were collected. Focus groups were conducted to learn about students' experience in the flipped classroom. Descriptive statistics, Wilcoxon rank sum test, and stepwise linear mixed model were used to analyze quantitative data. Focus group data were transcribed, coded, and categorized in themes. Students in the flipped classroom achieved significantly higher scores on the first Pharmacology exam than students in the traditional classroom, but there was no significant difference on the second exam. Three themes emerged from focus groups on student perception of integrating the flipped approach: don't fix what isn't broken; treat me as an adult; and remember the work is overwhelming. Both traditional and flipped classroom approaches successfully prepared students for the Pharmacology exams. While results support the use of the flipped approach, judicious use of this instructional pedagogy with dense or difficult content, particularly in accelerated programs, is recommended. Instructors should also provide students with enough information and rationale for using

Using quality scores and longer reads improves accuracy of Solexa read mapping

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Xuan Zhenyu

2008-02-01

Full Text Available Abstract Background Second-generation sequencing has the potential to revolutionize genomics and impact all areas of biomedical science. New technologies will make re-sequencing widely available for such applications as identifying genome variations or interrogating the oligonucleotide content of a large sample (e.g. ChIP-sequencing. The increase in speed, sensitivity and availability of sequencing technology brings demand for advances in computational technology to perform associated analysis tasks. The Solexa/Illumina 1G sequencer can produce tens of millions of reads, ranging in length from ~25–50 nt, in a single experiment. Accurately mapping the reads back to a reference genome is a critical task in almost all applications. Two sources of information that are often ignored when mapping reads from the Solexa technology are the 3' ends of longer reads, which contain a much higher frequency of sequencing errors, and the base-call quality scores. Results To investigate whether these sources of information can be used to improve accuracy when mapping reads, we developed the RMAP tool, which can map reads having a wide range of lengths and allows base-call quality scores to determine which positions in each read are more important when mapping. We applied RMAP to analyze data re-sequenced from two human BAC regions for varying read lengths, and varying criteria for use of quality scores. RMAP is freely available for downloading at http://rulai.cshl.edu/rmap/. Conclusion Our results indicate that significant gains in Solexa read mapping performance can be achieved by considering the information in 3' ends of longer reads, and appropriately using the base-call quality scores. The RMAP tool we have developed will enable researchers to effectively exploit this information in targeted re-sequencing projects.

Parental Involvement and Academic Achievement

Science.gov (United States)

Goodwin, Sarah Christine

2015-01-01

This research study examined the correlation between student achievement and parent's perceptions of their involvement in their child's schooling. Parent participants completed the Parent Involvement Project Parent Questionnaire. Results slightly indicated parents of students with higher level of achievement perceived less demand or invitations…

Catholic High Schools and Rural Academic Achievement.

Science.gov (United States)

Sander, William

1997-01-01

A study of national longitudinal data examined effects of rural Catholic high schools on mathematics achievement, high school graduation rates, and the likelihood that high school graduates attend college. Findings indicate that rural Catholic high schools had a positive effect on mathematics test scores and no effect on graduation rates or rates…

The Apgar score has survived the test of time.

Science.gov (United States)

Finster, Mieczyslaw; Wood, Margaret

2005-04-01

In 1953, Virginia Apgar, M.D. published her proposal for a new method of evaluation of the newborn infant. The avowed purpose of this paper was to establish a simple and clear classification of newborn infants which can be used to compare the results of obstetric practices, types of maternal pain relief and the results of resuscitation. Having considered several objective signs pertaining to the condition of the infant at birth she selected five that could be evaluated and taught to the delivery room personnel without difficulty. These signs were heart rate, respiratory effort, reflex irritability, muscle tone and color. Sixty seconds after the complete birth of the baby a rating of zero, one or two was given to each sign, depending on whether it was absent or present. Virginia Apgar reviewed anesthesia records of 1025 infants born alive at Columbia Presbyterian Medical Center during the period of this report. All had been rated by her method. Infants in poor condition scored 0-2, infants in fair condition scored 3-7, while scores 8-10 were achieved by infants in good condition. The most favorable score 1 min after birth was obtained by infants delivered vaginally with the occiput the presenting part (average 8.4). Newborns delivered by version and breech extraction had the lowest score (average 6.3). Infants delivered by cesarean section were more vigorous (average score 8.0) when spinal was the method of anesthesia versus an average score of 5.0 when general anesthesia was used. Correlating the 60 s score with neonatal mortality, Virginia found that mature infants receiving 0, 1 or 2 scores had a neonatal death rate of 14%; those scoring 3, 4, 5, 6 or 7 had a death rate of 1.1%; and those in the 8-10 score group had a death rate of 0.13%. She concluded that the prognosis of an infant is excellent if he receives one of the upper three scores, and poor if one of the lowest three scores.

The Impact of Inclusive STEM High Schools on Student Achievement

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Jennifer Gnagey

2016-05-01

Full Text Available This study is one of the first to estimate the impact of “inclusive“ science, technology, engineering, and mathematics (STEM high schools using student-level data. We use multiple statistical strategies to estimate the effect on student achievement from 2 years of attendance at six such high schools in Ohio. The results indicate that two schools had positive effects on science achievement that appear to come at the expense of achievement in social studies. The other schools had negligible or, often, negative effects across both STEM and, particularly, non-STEM subjects. These results are consistent with studies indicating that inclusive STEM schools typically focus on problem-based, personalized learning rather than science and mathematics content. The analysis also reveals the importance of accounting for students’ prior test scores in science, in addition to math and reading, when estimating models that use only 1 year of prior test score data—something that existing studies fail to do.

GPU acceleration of Dock6's Amber scoring computation.

Science.gov (United States)

Yang, Hailong; Zhou, Qiongqiong; Li, Bo; Wang, Yongjian; Luan, Zhongzhi; Qian, Depei; Li, Hanlu

2010-01-01

Dressing the problem of virtual screening is a long-term goal in the drug discovery field, which if properly solved, can significantly shorten new drugs' R&D cycle. The scoring functionality that evaluates the fitness of the docking result is one of the major challenges in virtual screening. In general, scoring functionality in docking requires a large amount of floating-point calculations, which usually takes several weeks or even months to be finished. This time-consuming procedure is unacceptable, especially when highly fatal and infectious virus arises such as SARS and H1N1, which forces the scoring task to be done in a limited time. This paper presents how to leverage the computational power of GPU to accelerate Dock6's (http://dock.compbio.ucsf.edu/DOCK_6/) Amber (J. Comput. Chem. 25: 1157-1174, 2004) scoring with NVIDIA CUDA (NVIDIA Corporation Technical Staff, Compute Unified Device Architecture - Programming Guide, NVIDIA Corporation, 2008) (Compute Unified Device Architecture) platform. We also discuss many factors that will greatly influence the performance after porting the Amber scoring to GPU, including thread management, data transfer, and divergence hidden. Our experiments show that the GPU-accelerated Amber scoring achieves a 6.5× speedup with respect to the original version running on AMD dual-core CPU for the same problem size. This acceleration makes the Amber scoring more competitive and efficient for large-scale virtual screening problems.

D-score: a search engine independent MD-score.

Science.gov (United States)

Vaudel, Marc; Breiter, Daniela; Beck, Florian; Rahnenführer, Jörg; Martens, Lennart; Zahedi, René P

2013-03-01

While peptides carrying PTMs are routinely identified in gel-free MS, the localization of the PTMs onto the peptide sequences remains challenging. Search engine scores of secondary peptide matches have been used in different approaches in order to infer the quality of site inference, by penalizing the localization whenever the search engine similarly scored two candidate peptides with different site assignments. In the present work, we show how the estimation of posterior error probabilities for peptide candidates allows the estimation of a PTM score called the D-score, for multiple search engine studies. We demonstrate the applicability of this score to three popular search engines: Mascot, OMSSA, and X!Tandem, and evaluate its performance using an already published high resolution data set of synthetic phosphopeptides. For those peptides with phosphorylation site inference uncertainty, the number of spectrum matches with correctly localized phosphorylation increased by up to 25.7% when compared to using Mascot alone, although the actual increase depended on the fragmentation method used. Since this method relies only on search engine scores, it can be readily applied to the scoring of the localization of virtually any modification at no additional experimental or in silico cost. © 2013 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Inter-expert and intra-expert reliability in sleep spindle scoring

DEFF Research Database (Denmark)

Wendt, Sabrina Lyngbye; Welinder, Peter; Sørensen, Helge Bjarup Dissing

2015-01-01

Objectives To measure the inter-expert and intra-expert agreement in sleep spindle scoring, and to quantify how many experts are needed to build a reliable dataset of sleep spindle scorings. Methods The EEG dataset was comprised of 400 randomly selected 115 s segments of stage 2 sleep from 110...... with higher reliability than the estimation of spindle duration. Reliability of sleep spindle scoring can be improved by using qualitative confidence scores, rather than a dichotomous yes/no scoring system. Conclusions We estimate that 2–3 experts are needed to build a spindle scoring dataset...... with ‘substantial’ reliability (κ: 0.61–0.8), and 4 or more experts are needed to build a dataset with ‘almost perfect’ reliability (κ: 0.81–1). Significance Spindle scoring is a critical part of sleep staging, and spindles are believed to play an important role in development, aging, and diseases of the nervous...

Poor performances of EuroSCORE and CARE score for prediction of perioperative mortality in octogenarians undergoing aortic valve replacement for aortic stenosis.

Science.gov (United States)

Chhor, Vibol; Merceron, Sybille; Ricome, Sylvie; Baron, Gabriel; Daoud, Omar; Dilly, Marie-Pierre; Aubier, Benjamin; Provenchere, Sophie; Philip, Ivan

2010-08-01

Although results of cardiac surgery are improving, octogenarians have a higher procedure-related mortality and more complications with increased length of stay in ICU. Consequently, careful evaluation of perioperative risk seems necessary. The aims of our study were to assess and compare the performances of EuroSCORE and CARE score in the prediction of perioperative mortality among octogenarians undergoing aortic valve replacement for aortic stenosis and to compare these predictive performances with those obtained in younger patients. This retrospective study included all consecutive patients undergoing cardiac surgery in our institution between November 2005 and December 2007. For each patient, risk assessment for mortality was performed using logistic EuroSCORE, additive EuroSCORE and CARE score. The main outcome measure was early postoperative mortality. Predictive performances of these scores were assessed by calibration and discrimination using goodness-of-fit test and area under the receiver operating characteristic curve, respectively. During this 2-year period, we studied 2117 patients, among whom 134/211 octogenarians and 335/1906 nonoctogenarians underwent an aortic valve replacement for aortic stenosis. When considering patients with aortic stenosis, discrimination was poor in octogenarians and the difference from nonoctogenarians was significant for each score (0.58, 0.59 and 0.56 vs. 0.82, 0.81 and 0.77 for additive EuroSCORE, logistic EuroSCORE and CARE score in octogenarians and nonoctogenarians, respectively, P performances of these scores are poor in octogenarians undergoing cardiac surgery, especially aortic valve replacement. Risk assessment and therapeutic decisions in octogenarians should not be made with these scoring systems alone.

Fish consumption, mercury exposure, and their associations with scholastic achievement in the Seychelles Child Development Study.

Science.gov (United States)

Davidson, Philip W; Leste, Andre; Benstrong, Egbert; Burns, Christine M; Valentin, Justin; Sloane-Reeves, Jean; Huang, Li-Shan; Miller, Wesley A; Gunzler, Douglas; van Wijngaarden, Edwin; Watson, Gene E; Zareba, Grazyna; Shamlaye, Conrad F; Myers, Gary J

2010-09-01

Studies of neurodevelopmental outcomes in offspring exposed to MeHg from maternal consumption of fish have primarily measured cognitive abilities. Reported associations have been subtle and in both adverse and beneficial directions. Changes in functional outcomes such as school achievement and behavior in exposed children and adolescents have not been examined. We undertook an assessment of school success of children in the Seychelles Child Development Study (SCDS) main cohort to determine if there were any associations with either prenatal or recent postnatal MeHg exposure. The primary endpoints were Seychelles nationally standardized end-of-year examinations given when the cohort children were 9 and 17 years of age. A subgroup (n=215) from the main cohort was also examined at 9 years of age using a regional achievement test called SACMEQ. Prenatal MeHg exposure was 6.8 ppm in maternal hair; recent postnatal exposure was 6.09 ppm at 9 years and 8.0 ppm at 17 years, measured in child hair. Multiple linear regression analyses showed no pattern of associations between prenatal or postnatal exposure, and either the 9- or 17-year end-of-year examination scores. For the subgroup of 215 subjects who participated in the SACMEQ test, there were significant adverse associations between examination scores and postnatal exposure, but only for males. The average postnatal exposure level in child hair for this subgroup was significantly higher than for the overall cohort. These results are consistent with our earlier studies and support the interpretation that prenatal MeHg exposure at dosages achieved by mothers consuming a diet high in fish are not associated with adverse educational measures of scholastic achievement. The adverse association of educational measures with postnatal exposure in males is intriguing, but will need to be confirmed by further studies examining factors that influence scholastic achievement. Copyright © 2010 Elsevier Inc. All rights reserved.

Increased discordance between HeartScore and coronary artery calcification score after introduction of the new ESC prevention guidelines

DEFF Research Database (Denmark)

Diederichsen, Axel C P; Mahabadi, Amir-Abbas; Gerke, Oke

2015-01-01

-contrast Cardiac-CT scan was performed to detect coronary artery calcification (CAC). RESULTS: Agreement of HeartScore risk groups with CAC groups was poor, but higher when applying the algorithm for the low-risk compared to the high-risk country model (agreement rate: 77% versus 63%, and weighted Kappa: 0...

Evaluasi Misfit-Score Strategi Pemanufakturan dengan Strategi Bisnis Serta Dampaknya pada Kinerja Operasional

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Titik Kusmantini

2009-03-01

Full Text Available This research was established based on organizational kesesuaian hubungan theory, where in the formulation of strategic decision in manufacturing strategic must be alingment with business strategy. The higher congcruence can create higher performance. The hypothesis was tested with multiple regression models and the degree of fit (misfit-score to computing with euclidean distance as regression coeficient.Keyword: Manufacturing, Business, Performance, Misfit-Score.

Strategies to Improve Students’ Educational Achievement Motivation at Guilan University of Medical Sciences

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Mahdokht Taheri

2015-12-01

Full Text Available Introduction: In view of the fact that motivation is linked directly to the learning process and educational achievement, this study endeavored to identify strategies to improve students’ educational achievement motivation at Guilan University of Medical Sciences. Methods: To conduct this descriptive-analytical study, 368 students from Guilan University of Medical Sciences were selected using simple random sampling from 2013-2014. All of the Guilan University of Medical Sciences’ students met the general eligibility criteria except guest students. The questionnaire included five domains of economic, socio-cultural, educational, geo-regional, and personality factors in educational achievement motivation. Through using descriptive and inferential statistics (Kolmogorov-Smirnov, Mann-Whitney U and Kruskal-Wallis tests, the compiled data were analyzed at the significance level of 0.05. Results: Data analysis revealed that socio-cultural factors have the maximum score (64.14 ± 9.92 and geo-regional factors have the minimum score (19.01±3.63 on the participants’ educational achievement motivation. What is more, a significant difference was revealed between educational field and educational effective factors as well as educational level and educational effective factors (p<0.011, p<0.004, respectively. Conclusion: Given that the socio-cultural factors had the maximum score on the students’ educational achievement motivation, it is recommended that university officials take these factors into account, and attempt to plan to provide appropriate strategies to enhance their students’ motivation, specifically their educational achievement motivation.

Nursing Activities Score and Acute Kidney Injury

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Filipe Utuari de Andrade Coelho

Full Text Available ABSTRACT Objective: to evaluate the nursing workload in intensive care patients with acute kidney injury (AKI. Method: A quantitative study, conducted in an intensive care unit, from April to August of 2015. The Nursing Activities Score (NAS and Kidney Disease Improving Global Outcomes (KDIGO were used to measure nursing workload and to classify the stage of AKI, respectively. Results: A total of 190 patients were included. Patients who developed AKI (44.2% had higher NAS when compared to those without AKI (43.7% vs 40.7%, p <0.001. Patients with stage 1, 2 and 3 AKI showed higher NAS than those without AKI. A relationship was identified between stage 2 and 3 with those without AKI (p = 0.002 and p <0.001. Conclusion: The NAS was associated with the presence of AKI, the score increased with the progression of the stages, and it was associated with AKI, stage 2 and 3.

Performance of machine-learning scoring functions in structure-based virtual screening.

Science.gov (United States)

Wójcikowski, Maciej; Ballester, Pedro J; Siedlecki, Pawel

2017-04-25

Classical scoring functions have reached a plateau in their performance in virtual screening and binding affinity prediction. Recently, machine-learning scoring functions trained on protein-ligand complexes have shown great promise in small tailored studies. They have also raised controversy, specifically concerning model overfitting and applicability to novel targets. Here we provide a new ready-to-use scoring function (RF-Score-VS) trained on 15 426 active and 893 897 inactive molecules docked to a set of 102 targets. We use the full DUD-E data sets along with three docking tools, five classical and three machine-learning scoring functions for model building and performance assessment. Our results show RF-Score-VS can substantially improve virtual screening performance: RF-Score-VS top 1% provides 55.6% hit rate, whereas that of Vina only 16.2% (for smaller percent the difference is even more encouraging: RF-Score-VS top 0.1% achieves 88.6% hit rate for 27.5% using Vina). In addition, RF-Score-VS provides much better prediction of measured binding affinity than Vina (Pearson correlation of 0.56 and -0.18, respectively). Lastly, we test RF-Score-VS on an independent test set from the DEKOIS benchmark and observed comparable results. We provide full data sets to facilitate further research in this area (http://github.com/oddt/rfscorevs) as well as ready-to-use RF-Score-VS (http://github.com/oddt/rfscorevs_binary).

Higher protein intake strategies in human milk fortification for preterms infants feeding. Auxological and neurodevelopmental outcome.

Science.gov (United States)

Biasini, A; Neri, C; China, M C; Monti, F; Di Nicola, P; Bertino, E

2012-01-01

Postnatal growth restriction and failure to thrive still remain a major problem in Extremely Low Birth Weight (ELBW) infants . The goal for the nutritional care of these infants is to achieve rate of growth similar to those of the fetus in utero at the equivalent gestational age. Human milk fortified remains the best food for all these preterms. Two groups of preterm of weight 580-1250 g and gestational age 23-32 wk, were fed with different protein intake in the human/maternal milk fortified ( 3,5 g Kg-1 per day and 4,8 g Kg-1 per day in the control and intervention group respectively).The feeding tolerance, intrahospital growth, neurological outcome and anthropometric data until 12 months of corrected age, were evaluated. The protein supplemented group (PSG) showed an intrahospital highter growth rate ( mostly in head circumference, p 0,02, and length growth, p 0,04) only in the preterms with 580-980 g and 23-30 wk. In the same preterms, Griffith Development Mental Score at 3 and 12 months corrected age showed higher score than in the control group in the Performance (p 0,04) and Hearing/Language (p 0,03) items. The auxological evaluation in the postdischarge period showed in the PSG group mean z-score values for length higher than those in the control group at 9 (p 0,04) months of corrected age.

Polygenic Risk Score Identifies Subgroup With Higher Burden of Atherosclerosis and Greater Relative Benefit From Statin Therapy in the Primary Prevention Setting.

Science.gov (United States)

Natarajan, Pradeep; Young, Robin; Stitziel, Nathan O; Padmanabhan, Sandosh; Baber, Usman; Mehran, Roxana; Sartori, Samantha; Fuster, Valentin; Reilly, Dermot F; Butterworth, Adam; Rader, Daniel J; Ford, Ian; Sattar, Naveed; Kathiresan, Sekar

2017-05-30

Relative risk reduction with statin therapy has been consistent across nearly all subgroups studied to date. However, in analyses of 2 randomized controlled primary prevention trials (ASCOT [Anglo-Scandinavian Cardiac Outcomes Trial-Lipid-Lowering Arm] and JUPITER [Justification for the Use of Statins in Prevention: An Intervention Trial Evaluating Rosuvastatin]), statin therapy led to a greater relative risk reduction among a subgroup at high genetic risk. Here, we aimed to confirm this observation in a third primary prevention randomized controlled trial. In addition, we assessed whether those at high genetic risk had a greater burden of subclinical coronary atherosclerosis. We studied participants from a randomized controlled trial of primary prevention with statin therapy (WOSCOPS [West of Scotland Coronary Prevention Study]; n=4910) and 2 observational cohort studies (CARDIA [Coronary Artery Risk Development in Young Adults] and BioImage; n=1154 and 4392, respectively). For each participant, we calculated a polygenic risk score derived from up to 57 common DNA sequence variants previously associated with coronary heart disease. We compared the relative efficacy of statin therapy in those at high genetic risk (top quintile of polygenic risk score) versus all others (WOSCOPS), as well as the association between the polygenic risk score and coronary artery calcification (CARDIA) and carotid artery plaque burden (BioImage). Among WOSCOPS trial participants at high genetic risk, statin therapy was associated with a relative risk reduction of 44% (95% confidence interval [CI], 22-60; P statin therapy was 3.6% (95% CI, 2.0-5.1) among those in the high genetic risk group and 1.3% (95% CI, 0.6-1.9) in all others. Each 1-SD increase in the polygenic risk score was associated with 1.32-fold (95% CI, 1.04-1.68) greater likelihood of having coronary artery calcification and 9.7% higher (95% CI, 2.2-17.8) burden of carotid plaque. Those at high genetic risk have a greater

The Effect of Individualized Instruction System on the Academic Achievement Scores of Students

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Ferhat Bahçeci

2016-01-01

Full Text Available A web-based learning portal offering individualized learning was developed by utilizing rule-based knowledge representation and artificial intelligence techniques of expert systems in order to reduce the uncertainties of learning to minimum and to construct an intelligent tutoring system. This portal offers individualized learning content based on the individual’s level of cognitive knowledge. In order to determine the effects of the developed system on the student achievement, the system was tested in an 8-week-long study on the students of Software Engineering Department of Technology Faculty. The pretest-posttest control group experimental design was used in the study. The experimental group received education with Individualized Instruction Portal while the control group received education in traditional learning environment. Academic achievement test was used as the data collection tool. In order to test the research hypotheses, data obtained from the data collection tools were analysed in terms of frequency, percentages, and dependent-independent t-test with statistical software program. Based on the results, no significant differences were found between the groups in terms of the pretest. On the other hand, significant differences were found between experimental and control group in terms of the posttest. It was concluded that individualized learning portal had positive effect on the students’ learning when used in combination with traditional learning environment.

Assessing the Implicit Achievement Motive: Effects of Input- Condition, Administration And Picture -Position

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Nicole Gruber

2015-09-01

Full Text Available Implicit measurements are sensitive for influences of experimenter and situation. An assessment using computers could therefore avert those negative effects, if there is an adequate translation to computer (Blankenship, 2010. We split the implicit achievement motive into the two components hope of success (HS and fear of failure (FF and investigated the effects of input condition (handwritten vs. keyboard, administration (online vs. computer vs. human experimenter and picture-position for each of these two components. Therefore 140 undergraduates were randomly assigned to 18 experimental groupsof a counterbalance within-between-design and assessed with the Thematic-Apperception-Test (TAT; Heckhausen, 1963. The outcome is that handwriting increases the HS-score, whereby FF- score did not differ in typed and handwritten answers. People instructed by human experimenter show higher FF and lower HS compared tocomputer based tested people in the labor and online There is no statistical significant interaction effectof administration and input condition. There is either no position effect for any of these motive-components. The TAT seems to be more robust than commonly thought.

Social Psychological Dispositions and Academic Achievement of Inuit and Non-Inuit Students.

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Clifton, Rodney A.; Roberts, Lance W.

1988-01-01

Examines differences between Inuit and non-Inuit students in activism (social attitude), self-concept, and academic achievement. Inuits scored lower in activism and self-concept than non-Inuits. Suggests teachers create personalized classroom environments to positively affect activism and self-concept, and thereby enhancing achievement.…

Extension of the lod score: the mod score.

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Clerget-Darpoux, F

2001-01-01

In 1955 Morton proposed the lod score method both for testing linkage between loci and for estimating the recombination fraction between them. If a disease is controlled by a gene at one of these loci, the lod score computation requires the prior specification of an underlying model that assigns the probabilities of genotypes from the observed phenotypes. To address the case of linkage studies for diseases with unknown mode of inheritance, we suggested (Clerget-Darpoux et al., 1986) extending the lod score function to a so-called mod score function. In this function, the variables are both the recombination fraction and the disease model parameters. Maximizing the mod score function over all these parameters amounts to maximizing the probability of marker data conditional on the disease status. Under the absence of linkage, the mod score conforms to a chi-square distribution, with extra degrees of freedom in comparison to the lod score function (MacLean et al., 1993). The mod score is asymptotically maximum for the true disease model (Clerget-Darpoux and Bonaïti-Pellié, 1992; Hodge and Elston, 1994). Consequently, the power to detect linkage through mod score will be highest when the space of models where the maximization is performed includes the true model. On the other hand, one must avoid overparametrization of the model space. For example, when the approach is applied to affected sibpairs, only two constrained disease model parameters should be used (Knapp et al., 1994) for the mod score maximization. It is also important to emphasize the existence of a strong correlation between the disease gene location and the disease model. Consequently, there is poor resolution of the location of the susceptibility locus when the disease model at this locus is unknown. Of course, this is true regardless of the statistics used. The mod score may also be applied in a candidate gene strategy to model the potential effect of this gene in the disease. Since, however, it

Are Higher Standards and Students' Needs Compatible?

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Dodd, Anne Wescott

2000-01-01

Abraham Maslow's needs hierarchy proposes that people must satisfy their "deficiency" needs (for food, safety, love, belonging, and esteem) before they can move toward growth and achievement. Schools should help all students meet standards, stress rate of improvement, and report scores on school-climate measures. (MLH)

Student Perception of Academic Achievement Factors at High School

OpenAIRE

Bahar, Mustafa

2015-01-01

Measuring the quality of the ‘product’ is elemental in education, and most studies depend on observational data about student achievement factors, focusing overwhelmingly on quantitative data namely achievement scores, school data like attendance, facilities, expenditure class size etc. But there is little evidence of learner perceptions. 553 students from two different universities, who graduated from 3 high school types, were asked to respond to two fundamental questions to reflect on schoo...

What to Do About Canada's Declining Math Scores?

OpenAIRE

Anna Stokke

2015-01-01

The declining performance of Canadian students on international math assessments should worry Canadians and their provincial governments. Strong mathematics knowledge is required for success in the workforce, and early achievement in math is one of the best predictors of later academic success and future career options. Between 2003 and 2012, all but two Canadian provinces showed statistically significant declines in math scores on international exams administered by the Organization for Econ...

Timing of Family Income, Borrowing Constraints, and Child Achievement

DEFF Research Database (Denmark)

Humlum, Maria Knoth

2011-01-01

to many earlier studies, the results suggest that the timing of income does not matter for long-term child outcomes. This is a reasonable result given the setting in a Scandinavian welfare state with generous child and education subsidies. Actually, later family income (age 12–15) is a more important......I investigate the effects of the timing of family income on child achievement production. Detailed administrative data augmented with Programme for International Student Assessment test scores at age 15 are used to analyze the effects of the timing of family income on child achievement. Contrary...... determinant of child achievement than earlier income....

Factors affecting Mathematics achievement of first-year secondary ...

African Journals Online (AJOL)

This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were ...

Smart Kote Glove for Assessment of Scoring Parameters of Dan and Kyu Grade Kendokas

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Kwangyul Jeong

2018-02-01

Full Text Available Kendo is one of the most ancient swordsmanship arts in Japan. The aims of this study are to develop and test an innovative smart Kote glove for assisting the Kendoka to distinguish scoring from non-scoring Kote (wrist strikes. An in-house developed pressure sensing platform was utilized to develop the smart Kote glove. Ten kendo practitioners, comprising of five Dan (black belts equivalent and five Kyu (lower level/ungraded of both genders, participated in this study. The results showed significant differences between Dan and Kyu participants in both accuracy and sharpness of the strikes. Dan grade participants showed higher percentage of hitting the target comparing to Kyu grade (92% and 75% respectively. The percentage of scoring was also significantly higher in Dan (78% than in Kyu (37% grades. The average impact force of scoring by Dan grade (1159 ± 379 N was higher than by Kyu grade (852 ± 429 N.

Baseline MELD score predicts hepatic decompensation during antiviral therapy in patients with chronic hepatitis C and advanced cirrhosis.

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Georg Dultz

Full Text Available In patients with advanced liver cirrhosis due to chronic hepatitis C virus (HCV infection antiviral therapy with peginterferon and ribavirin is feasible in selected cases only due to potentially life-threatening side effects. However, predictive factors associated with hepatic decompensation during antiviral therapy are poorly defined.In a retrospective cohort study, 68 patients with HCV-associated liver cirrhosis (mean MELD score 9.18 ± 2.72 were treated with peginterferon and ribavirin. Clinical events indicating hepatic decompensation (onset of ascites, hepatic encephalopathy, upper gastrointestinal bleeding, hospitalization as well as laboratory data were recorded at baseline and during a follow up period of 72 weeks after initiation of antiviral therapy. To monitor long term sequelae of end stage liver disease an extended follow up for HCC development, transplantation and death was applied (240 weeks, ± SD 136 weeks.Eighteen patients (26.5% achieved a sustained virologic response. During the observational period a hepatic decompensation was observed in 36.8%. Patients with hepatic decompensation had higher MELD scores (10.84 vs. 8.23, p14, respectively. Baseline MELD score was significantly associated with the risk for transplantation/death (p<0.001.Our data suggest that the baseline MELD score predicts the risk of hepatic decompensation during antiviral therapy and thus contributes to decision making when antiviral therapy is discussed in HCV patients with advanced liver cirrhosis.

Motivational effects of coronary artery calcium scores on statin adherence and weight loss.

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Kalia, Nove K; Cespedes, Lucas; Youssef, George; Li, Dong; Budoff, Matthew J

2015-05-01

The aim of this study was to assess the effect on adherence to statin therapy and assess the effect of beneficial changes in behavior that resulted in weight loss in patients who underwent coronary artery calcium (CAC) scoring with cardiac computed tomography. Despite convincing data demonstrating the benefits of HmGCoA inhibitors for both primary and secondary prevention of coronary heart disease, they remain underused. Also, despite convincing data demonstrating the benefits of weight loss for both primary and secondary prevention of coronary heart disease, it remains difficult to motivate behavioral changes resulting in weight loss. In this study, we assess whether higher CAC scores are associated with increased compliance with statin medication and whether higher CAC scores are associated with beneficial lifestyle behaviors resulting in weight loss. We retrospectively analyzed patients that had undergone baseline CAC testing and returned for a follow-up scan. All patients had weight documented and were administered a questionnaire regarding compliance to medications. The primary endpoint was measurable weight loss between visit one and visit two and the self-reported compliance to statin use. The study population with data regarding statin compliance consisted of 2608 individuals (72% men, mean age 58±8 years) who were followed for a mean of 4.1±3.2 years after an initial CAC scan. Overall, statin compliance was lowest (27.4%) among those with CAC=0, and gradually increased with higher CAC scores (1-99, 39.2%; 100-399, 53.6%; ≥400, 58.8%; Ptool, a higher rate of adherences with statin therapy was observed in patients with higher CAC scores.

¿Exito en California? A Validity Critique of Language Program Evaluations and Analysis of English Learner Test Scores

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Marilyn S. Thompson

2002-01-01

Full Text Available Several states have recently faced ballot initiatives that propose to functionally eliminate bilingual education in favor of English-only approaches. Proponents of these initiatives have argued an overall rise in standardized achievement scores of California's limited English proficient (LEP students is largely due to the implementation of English immersion programs mandated by Proposition 227 in 1998, hence, they claim Exito en California (Success in California. However, many such arguments presented in the media were based on flawed summaries of these data. We first discuss the background, media coverage, and previous research associated with California's Proposition 227. We then present a series of validity concerns regarding use of Stanford-9 achievement data to address policy for educating LEP students; these concerns include the language of the test, alternative explanations, sample selection, and data analysis decisions. Finally, we present a comprehensive summary of scaled-score achievement means and trajectories for California's LEP and non-LEP students for 1998-2000. Our analyses indicate that although scores have risen overall, the achievement gap between LEP and EP students does not appear to be narrowing.

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

Science.gov (United States)

Van Soom, Carolien; Donche, Vincent

2014-01-01

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

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

Science.gov (United States)

Van Soom, Carolien; Donche, Vincent

2014-01-01

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

Growing minds: The effect of school gardening programs on the science achievement of elementary students

Science.gov (United States)

Klemmer, Cynthia Davis

Science literacy refers to a basic knowledge and understanding of science concepts and processes needed to consider issues and make choices on a daily basis in an increasingly technology-driven society. A critical precursor to producing science literate adults is actively involving children in science while they are young. National and state (TX) science standards advocate the use of constructivist methods including hands-on, experiential activities that foster the development of science process skills through real-world investigations. School gardens show promise as a tool for implementing these guidelines by providing living laboratories for active science. Gardens offer opportunities for a variety of hands-on investigations, enabling students to apply and practice science skills. School gardens are increasing in popularity; however, little research data exists attesting to their actual effectiveness in enhancing students' science achievement. The study used a quasi-experimental posttest-only research design to assess the effects of a school gardening program on the science achievement of 3rd, 4th, and 5th grade elementary students. The sample consisted of 647 students from seven elementary schools in Temple, Texas. The experimental group participated in school gardening activities as part of their science curriculum. The control group did not garden and were taught using traditional classroom-based methods. Results showed higher scores for students in the experimental group which were statistically significant. Post-hoc tests using Scheffe's method revealed that these differences were attributed to the 5th grade. No statistical significance was found between girls and boys in the experimental group, indicating that gardening was equally effective for both genders. Within each gender, statistical significance was found between males in the experimental and control groups at all three grade levels, and for females in the 5 th grade. This research indicated that

Neonatal systemic inflammation and the risk of low scores on measures of reading and mathematics achievement at age 10 years among children born extremely preterm.

Science.gov (United States)

Leviton, Alan; Dammann, Olaf; Allred, Elizabeth N; Joseph, Robert M; Fichorova, Raina N; O'Shea, T Michael; Kuban, Karl C K

2018-05-01

Difficulties with reading and math occur more commonly among children born extremely preterm than among children born at term. Reasons for this are unclear. We measured the concentrations of 27 inflammatory-related and neurotrophic/angiogenic proteins (angio-neurotrophic proteins) in multiple blood specimens collected a week apart during the first postnatal month from 660 children born before the 28th week of gestation who at age 10 years had an IQ ≥ 70 and a Wechsler Individual Achievement Test 3rd edition (WIAT-III) assessment. We identified four groups of children, those who had a Z-score ≤ -1 on the Word Reading assessment only, on the Numerical Operations assessment only, on both of these assessments, and on neither, which served as the referent group. We then modeled the risk of each learning limitation associated with a top quartile concentration of each protein, and with high and lower concentrations of multiple proteins. The protein profile of low reading scores was confined to the third and fourth postnatal weeks when increased risks were associated with high concentrations of IL-8 and ICAM-1 in the presence of low concentrations of angio-neurotrophic proteins. The profile of low math scores was very similar, except it did not include ICAM-1. In contrast, the profile of low scores on both assessments was present in each of the first four postnatal weeks. The increased risks associated with high concentrations of TNF-α in the first two weeks and of IL-8 and ICAM-1 in the next two weeks were modulated down by high concentrations of angio-neurotrophic proteins. High concentrations of angio-neurotrophic proteins appear to reduce/moderate the risk of each learning limitation associated with systemic inflammation. The three categories of limitations have protein profiles with some similarities, and yet some differences, too. Copyright © 2018 ISDN. Published by Elsevier Ltd. All rights reserved.

Fish Consumption, Mercury Exposure, and Their Associations with Scholastic Achievement in the Seychelles Child Development Study1

Science.gov (United States)

Davidson, Philip W.; Leste, Andre; Benstrong, Egbert; Burns, Christine M.; Valentin, Justin; Sloane-Reeves, Jean; Huang, Li-Shan; Miller, Wesley A.; Gunzler, Douglas; van Wijngaarden, Edwin; Watson, Gene E.; Zareba, Grazyna; Shamlaye, Conrad F.; Myers, Gary J.

2010-01-01

Studies of neurodevelopmental outcomes in offspring exposed to MeHg from maternal consumption of fish have primarily measured cognitive abilities. Reported associations have been subtle and in both adverse and beneficial directions. Changes in functional outcomes such as school achievement and behavior in exposed children and adolescents have not been examined. We undertook an assessment of school success of children in the Seychelles Child Development Study (SCDS) Main Cohort to determine if there were any associations with either prenatal or recent postnatal MeHg exposure. The primary endpoints were Seychelles nationally standardized end-of-year examinations given when the cohort children were 9 and 17 years of age. A subgroup (n = 215) from the Main Cohort was also examined at 9 years of age using a regional achievement test called SACMEQ. Prenatal MeHg exposure was 6.8 ppm in maternal hair; recent postnatal exposure was 6.09 ppm at 9 years and 8.0 ppm at 17 years, measured in child hair. Multiple linear regression analyses showed no pattern of associations between prenatal or postnatal exposure, and either the 9- or 17-year end-of-year examination scores. For the subgroup of 215 subjects who participated in the SACMEQ test, there were significant adverse associations between examination scores and postnatal exposure, but only for males. The average postnatal exposure level in child hair for this subgroup was significantly higher than for the overall cohort. These results are consistent with our earlier studies and support the interpretation that prenatal MeHg exposure at dosages achieved by mothers consuming a diet high in fish are not associated with adverse educational measures of scholastic achievement. The adverse association of educational measures with postnatal exposure in males is intriguing, but will need to be confirmed by further studies examining factors that influence scholastic achievement. PMID:20576509

Direct concurrent comparison of multiple pediatric acute asthma scoring instruments.

Science.gov (United States)

Johnson, Michael D; Nkoy, Flory L; Sheng, Xiaoming; Greene, Tom; Stone, Bryan L; Garvin, Jennifer

2017-09-01

Appropriate delivery of Emergency Department (ED) treatment to children with acute asthma requires clinician assessment of acute asthma severity. Various clinical scoring instruments exist to standardize assessment of acute asthma severity in the ED, but their selection remains arbitrary due to few published direct comparisons of their properties. Our objective was to test the feasibility of directly comparing properties of multiple scoring instruments in a pediatric ED. Using a novel approach supported by a composite data collection form, clinicians categorized elements of five scoring instruments before and after initial treatment for 48 patients 2-18 years of age with acute asthma seen at the ED of a tertiary care pediatric hospital ED from August to December 2014. Scoring instruments were compared for inter-rater reliability between clinician types and their ability to predict hospitalization. Inter-rater reliability between clinician types was not different between instruments at any point and was lower (weighted kappa range 0.21-0.55) than values reported elsewhere. Predictive ability of most instruments for hospitalization was higher after treatment than before treatment (p < 0.05) and may vary between instruments after treatment (p = 0.054). We demonstrate the feasibility of comparing multiple clinical scoring instruments simultaneously in ED clinical practice. Scoring instruments had higher predictive ability for hospitalization after treatment than before treatment and may differ in their predictive ability after initial treatment. Definitive conclusions about the best instrument or meaningful comparison between instruments will require a study with a larger sample size.

Narrowing the Achievement Gap: A Review of Research, Policies, and Issues. Report.

Science.gov (United States)

Hertert, Linda; Teague, Jackie

Student achievement tests consistently show that certain groups of children score far below children in other groups. The data document a strong association between poverty and students' academic success. The achievement gap begins early in children's lives as the result of physical, social, and emotional deprivations. California is attempting to…

Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement

Science.gov (United States)

Covarrubias, Rebecca; Stone, Jeff

2015-01-01

We examined how self-monitoring (i.e., regulating one's behaviors; Snyder, 1987) relates to Latino male achievement. In Study 1, college students (N = 413) completed self-monitoring items and reported SAT math scores. As hypothesized, self-monitoring was positively correlated with achievement for Latino male students but was unrelated to…

The fracture risk assessment tool (FRAX® score in subclinical hyperthyroidism

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Polovina Snežana

2015-01-01

Full Text Available Background/Aim. The Fracture Risk Assessment Tool (FRAX® score is the 10-year estimated risk calculation tool for bone fracture that includes clinical data and hip bone mineral density measured by dual-energy x-ray absorptiometry (DXA. The aim of this cross-sectional study was to elucidate the ability of the FRAX® score in discriminating between bone fracture positive and negative pre- and post-menopausal women with subclinical hyperthyroidism. Methods. The bone mineral density (by DXA, thyroid stimulating hormone (TSH level, free thyroxine (fT4 level, thyroid peroxidase antibodies (TPOAb titre, osteocalcin and beta-cross-laps were measured in 27 pre- and post-menopausal women with newly discovered subclinical hyperthyroidism [age 58.85 ± 7.83 years, body mass index (BMI 27.89 ± 3.46 kg/m2, menopause onset in 46.88 ± 10.21 years] and 51 matched euthyroid controls (age 59.69 ± 5.72 years, BMI 27.68 ± 4.66 kg/m2, menopause onset in 48.53 ± 4.58 years. The etiology of subclinical hyperthyroisims was autoimmune thyroid disease or toxic goiter. FRAX® score calculation was performed in both groups. Results. In the group with subclinical hyperthyroidism the main FRAX® score was significantly higher than in the controls (6.50 ± 1.58 vs 4.35 ± 1.56 respectively; p = 0.015. The FRAX® score for hip was also higher in the evaluated group than in the controls (1.33 ± 3.92 vs 0.50 ± 0.46 respectively; p = 0.022. There was no correlations between low TSH and fracture risk (p > 0.05. The ability of the FRAX® score in discriminating between bone fracture positive and negative pre- and postmenopausal female subjects (p < 0.001 is presented by the area under the curve (AUC plotted via ROC analysis. The determined FRAX score cut-off value by this analysis was 6%, with estimated sensitivity and specificity of 95% and 75.9%, respectively. Conclusion. Pre- and postmenopausal women with subclinical hyperthyroidism have higher FRAX® scores and thus

The Vocational Preference Inventory Scores and Environmental Preferences

Science.gov (United States)

Kunce, Joseph T.; Kappes, Bruno Maurice

1976-01-01

This study investigated the relationship between vocational interest measured by the Vocational Preference Inventory (VPI) and preferences of 175 undergraduates for structured or unstructured environments. Males having clear-cut preferences for structured situations had significantly higher Realistic-Conventional scores than those without…

College Math Assessment: SAT Scores vs. College Math Placement Scores

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Foley-Peres, Kathleen; Poirier, Dawn

2008-01-01

Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

Dose Uniformity of Scored and Unscored Tablets: Application of the FDA Tablet Scoring Guidance for Industry.

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Ciavarella, Anthony B; Khan, Mansoor A; Gupta, Abhay; Faustino, Patrick J

This U.S. Food and Drug Administration (FDA) laboratory study examines the impact of tablet splitting, the effect of tablet splitters, and the presence of a tablet score on the dose uniformity of two model drugs. Whole tablets were purchased from five manufacturers for amlodipine and six for gabapentin. Two splitters were used for each drug product, and the gabapentin tablets were also split by hand. Whole and split amlodipine tablets were tested for content uniformity following the general chapter of the United States Pharmacopeia (USP) Uniformity of Dosage Units , which is a requirement of the new FDA Guidance for Industry on tablet scoring. The USP weight variation method was used for gabapentin split tablets based on the recommendation of the guidance. All whole tablets met the USP acceptance criteria for the Uniformity of Dosage Units. Variation in whole tablet content ranged from 0.5 to 2.1 standard deviation (SD) of the percent label claim. Splitting the unscored amlodipine tablets resulted in a significant increase in dose variability of 6.5-25.4 SD when compared to whole tablets. Split tablets from all amlodipine drug products did not meet the USP acceptance criteria for content uniformity. Variation in the weight for gabapentin split tablets was greater than the whole tablets, ranging from 1.3 to 9.3 SD. All fully scored gabapentin products met the USP acceptance criteria for weight variation. Size, shape, and the presence or absence of a tablet score can affect the content uniformity and weight variation of amlodipine and gabapentin tablets. Tablet splitting produced higher variability. Differences in dose variability and fragmentation were observed between tablet splitters and hand splitting. These results are consistent with the FDA's concerns that tablet splitting can have an effect on the amount of drug present in a split tablet and available for absorption. Tablet splitting has become a very common practice in the United States and throughout the

A score for measuring health risk perception in environmental surveys.

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Marcon, Alessandro; Nguyen, Giang; Rava, Marta; Braggion, Marco; Grassi, Mario; Zanolin, Maria Elisabetta

2015-09-15

In environmental surveys, risk perception may be a source of bias when information on health outcomes is reported using questionnaires. Using the data from a survey carried out in the largest chipboard industrial district in Italy (Viadana, Mantova), we devised a score of health risk perception and described its determinants in an adult population. In 2006, 3697 parents of children were administered a questionnaire that included ratings on 7 environmental issues. Items dimensionality was studied by factor analysis. After testing equidistance across response options by homogeneity analysis, a risk perception score was devised by summing up item ratings. Factor analysis identified one latent factor, which we interpreted as health risk perception, that explained 65.4% of the variance of five items retained after scaling. The scale (range 0-10, mean ± SD 9.3 ± 1.9) had a good internal consistency (Cronbach's alpha 0.87). Most subjects (80.6%) expressed maximum risk perception (score = 10). Italian mothers showed significantly higher risk perception than foreign fathers. Risk perception was higher for parents of young children, and for older parents with a higher education, than for their counterparts. Actual distance to major roads was not associated with the score, while self-reported intense traffic and frequent air refreshing at home predicted higher risk perception. When investigating health effects of environmental hazards using questionnaires, care should be taken to reduce the possibility of awareness bias at the stage of study planning and data analysis. Including appropriate items in study questionnaires can be useful to derive a measure of health risk perception, which can help to identify confounding of association estimates by risk perception. Copyright © 2015 Elsevier B.V. All rights reserved.

Inattention in primary school is not good for your future school achievement-A pattern classification study.

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Astri J Lundervold

Full Text Available Inattention in childhood is associated with academic problems later in life. The contribution of specific aspects of inattentive behaviour is, however, less known. We investigated feature importance of primary school teachers' reports on nine aspects of inattentive behaviour, gender and age in predicting future academic achievement. Primary school teachers of n = 2491 children (7-9 years rated nine items reflecting different aspects of inattentive behaviour in 2002. A mean academic achievement score from the previous semester in high school (2012 was available for each youth from an official school register. All scores were at a categorical level. Feature importances were assessed by using multinominal logistic regression, classification and regression trees analysis, and a random forest algorithm. Finally, a comprehensive pattern classification procedure using k-fold cross-validation was implemented. Overall, inattention was rated as more severe in boys, who also obtained lower academic achievement scores in high school than girls. Problems related to sustained attention and distractibility were together with age and gender defined as the most important features to predict future achievement scores. Using these four features as input to a collection of classifiers employing k-fold cross-validation for prediction of academic achievement level, we obtained classification accuracy, precision and recall that were clearly better than chance levels. Primary school teachers' reports of problems related to sustained attention and distractibility were identified as the two most important features of inattentive behaviour predicting academic achievement in high school. Identification and follow-up procedures of primary school children showing these characteristics should be prioritised to prevent future academic failure.

Inattention in primary school is not good for your future school achievement-A pattern classification study.

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Lundervold, Astri J; Bøe, Tormod; Lundervold, Arvid

2017-01-01

Inattention in childhood is associated with academic problems later in life. The contribution of specific aspects of inattentive behaviour is, however, less known. We investigated feature importance of primary school teachers' reports on nine aspects of inattentive behaviour, gender and age in predicting future academic achievement. Primary school teachers of n = 2491 children (7-9 years) rated nine items reflecting different aspects of inattentive behaviour in 2002. A mean academic achievement score from the previous semester in high school (2012) was available for each youth from an official school register. All scores were at a categorical level. Feature importances were assessed by using multinominal logistic regression, classification and regression trees analysis, and a random forest algorithm. Finally, a comprehensive pattern classification procedure using k-fold cross-validation was implemented. Overall, inattention was rated as more severe in boys, who also obtained lower academic achievement scores in high school than girls. Problems related to sustained attention and distractibility were together with age and gender defined as the most important features to predict future achievement scores. Using these four features as input to a collection of classifiers employing k-fold cross-validation for prediction of academic achievement level, we obtained classification accuracy, precision and recall that were clearly better than chance levels. Primary school teachers' reports of problems related to sustained attention and distractibility were identified as the two most important features of inattentive behaviour predicting academic achievement in high school. Identification and follow-up procedures of primary school children showing these characteristics should be prioritised to prevent future academic failure.

Propensity scores as a basis for equating groups: basic principles and application in clinical treatment outcome research.

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West, Stephen G; Cham, Heining; Thoemmes, Felix; Renneberg, Babette; Schulze, Julian; Weiler, Matthias

2014-10-01

A propensity score is the probability that a participant is assigned to the treatment group based on a set of baseline covariates. Propensity scores provide an excellent basis for equating treatment groups on a large set of covariates when randomization is not possible. This article provides a nontechnical introduction to propensity scores for clinical researchers. If all important covariates are measured, then methods that equate on propensity scores can achieve balance on a large set of covariates that mimics that achieved by a randomized experiment. We present an illustration of the steps in the construction and checking of propensity scores in a study of the effectiveness of a health coach versus treatment as usual on the well-being of seriously ill individuals. We then consider alternative methods of equating groups on propensity scores and estimating treatment effects including matching, stratification, weighting, and analysis of covariance. We illustrate a sensitivity analysis that can probe for the potential effects of omitted covariates on the estimate of the causal effect. Finally, we briefly consider several practical and theoretical issues in the use of propensity scores in applied settings. Propensity score methods have advantages over alternative approaches to equating groups particularly when the treatment and control groups do not fully overlap, and there are nonlinear relationships between covariates and the outcome. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Clinical scoring and instrumental analysis to evaluate skin types.

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Mercurio, D G; Segura, J H; Demets, M B A; Maia Campos, P M B G

2013-04-01

The biology of the skin is very complex, and there are a number of methods used to classify the different skin types. It is possible to measure or quantify the characteristics of the specific skin types, using a variety of techniques that can objectively evaluate the properties of the skin in a noninvasive manner. To clinically characterize different skin types by dermatological evaluation and biophysical and skin imaging techniques, and to evaluate the relationship between the different characteristics. The study recruited 26 volunteers. Clinical scoring was performed by a dermatologist who classified the volunteers' skin as normal or dry (group 1) and combination or oily (group 2). Objective measurements included skin microrelief, pH, oiliness, water content of the stratum corneum and transepidermal water loss (TEWL). Positive correlations were found between the level of skin oiliness and skin texture obtained from both instrumental analysis and clinical scoring. The combination and oily skin types had higher clinical scores for shine intensity, oiliness and tendency to pigmentation, and also had higher objective scores for sebum secretion, TEWL and roughness. Biophysical and skin imaging techniques are effective tools to help characterize skin type and assist in clinical dermatology. We found that different skin types had different characteristics related to skin microrelief, oiliness and TEWL, and therefore require specific dermatological treatments. © The Author(s) CED © 2013 British Association of Dermatologists.

Citizen Science: The Small World Initiative Improved Lecture Grades and California Critical Thinking Skills Test Scores of Nonscience Major Students at Florida Atlantic University.

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Caruso, Joseph P; Israel, Natalie; Rowland, Kimberly; Lovelace, Matthew J; Saunders, Mary Jane

2016-03-01

Course-based undergraduate research is known to improve science, technology, engineering, and mathematics student achievement. We tested "The Small World Initiative, a Citizen-Science Project to Crowdsource Novel Antibiotic Discovery" to see if it also improved student performance and the critical thinking of non-science majors in Introductory Biology at Florida Atlantic University (a large, public, minority-dominant institution) in academic year 2014-15. California Critical Thinking Skills Test pre- and posttests were offered to both Small World Initiative (SWI) and control lab students for formative amounts of extra credit. SWI lab students earned significantly higher lecture grades than control lab students, had significantly fewer lecture grades of D+ or lower, and had significantly higher critical thinking posttest total scores than control students. Lastly, more SWI students were engaged while taking critical thinking tests. These results support the hypothesis that utilizing independent course-based undergraduate science research improves student achievement even in nonscience students.

Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?

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Werth, Arman Karl

Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.

Moving to higher ground: Closing the high school science achievement gap

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Mebane, Joyce Graham

The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should

A Maturing Global Testing Regime Meets the World Economy: Test Scores and Economic Growth, 1960-2012

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Kamens, David H.

2015-01-01

This article considers the growth of the international testing regime. It discusses sources of growth and empirically examines two related sets of issues: (1) the stability of countries' achievement scores, and (2) the influence of those national scores on subsequent economic development over different time lags. The article suggests that…

Team-based learning on a third-year pediatric clerkship improves NBME subject exam blood disorder scores

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Kris Saudek

2015-10-01

Full Text Available Purpose: At our institution, speculation amongst medical students and faculty exists as to whether team-based learning (TBL can improve scores on high-stakes examinations over traditional didactic lectures. Faculty with experience using TBL developed and piloted a required TBL blood disorders (BD module for third-year medical students on their pediatric clerkship. The purpose of this study is to analyze the BD scores from the NBME subject exams before and after the introduction of the module. Methods: We analyzed institutional and national item difficulties for BD items from the NBME pediatrics content area item analysis reports from 2011 to 2014 before (pre and after (post the pilot (October 2012. Total scores of 590 NBME subject examination students from examinee performance profiles were analyzed pre/post. t-Tests and Cohen's d effect sizes were used to analyze item difficulties for institutional versus national scores and pre/post comparisons of item difficulties and total scores. Results: BD scores for our institution were 0.65 (±0.19 compared to 0.62 (±0.15 nationally (P=0.346; Cohen's d=0.15. The average of post-consecutive BD scores for our students was 0.70(±0.21 compared to examinees nationally [0.64 (±0.15] with a significant mean difference (P=0.031; Cohen's d=0.43. The difference in our institutions pre [0.65 (±0.19] and post [0.70 (±0.21] BD scores trended higher (P=0.391; Cohen's d=0.27. Institutional BD scores were higher than national BD scores for both pre and post, with an effect size that tripled from pre to post scores. Institutional BD scores increased after the use of the TBL module, while overall exam scores remained steadily above national norms. Conclusions: Institutional BD scores were higher than national BD scores for both pre and post, with an effect size that tripled from pre to post scores. Institutional BD scores increased after the use of the TBL module, while overall exam scores remained steadily above

A Comparative Study between the Conventional MCQ Scores and MCQ with the CBA Scores at the Standardized Clinical Knowledge Exam for Clinical Medical Students

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Mahmood Ghadermarzi

2015-06-01

Full Text Available Background and purpose: Partial knowledge is one of the main factors to be considered when dealing with the improvement of the administration of Multiple Choice Questions (MCQ in testing. Various strategies have been proposed for this factor in the traditional testing environment. Therefore, this study proposed a Confidence Based Assessment (CBA as a pertinent solution and aims at comparing the effect of the CBA Scoring system with that of the conventional scoring systems (with and without negative score estimation as penalty on the students’ scores and estimating their partial knowledge on clinical studies.Methods: This comparative study was conducted using a standardized clinical knowledge exam for 117 clinical students. After two-step training, both the conventional MCQ and CBA examination was given in a single session simultaneously. The exam included 100 questions and the volunteers were requested to complete a questionnaire regarding their attitude and satisfaction on their first experience of the CBA after exam. A new confidence based marking system was selected for the scoring, which was a hybrid of the UCL and MUK2010 systems. The MCQ-Assistant, SPSS and Microsoft office Excel software were used for scoring and data analysis.Results: The mean age of the volunteers was 27.3±5.47, of whom 43.6% were men and 69.2% were senior medical students. Exam reliability was 0.977. The fit line of the MCQ scores without penalty estimation was R2=0.9816 and Intercept=18.125 or approximately.2 deviation in the low scores. The MCQ scoring with penalty had a fit line approximately parallel to the 45-degree line but on or above it and the CBA scoring fit line was nearer to the 45-degree line, parallel to it and a little below it. These two sets of scores had a significant p value0.037. The response percentage to the CBA is higher (p value=0.0001. The discrimination power of the MCQ and the CBA for the upper and lower 1/3 of the students was not

Sex and STEM Occupation Predict Autism-Spectrum Quotient (AQ Scores in Half a Million People.

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Emily Ruzich

Full Text Available This study assesses Autism-Spectrum Quotient (AQ scores in a 'big data' sample collected through the UK Channel 4 television website, following the broadcasting of a medical education program. We examine correlations between the AQ and age, sex, occupation, and UK geographic region in 450,394 individuals. We predicted that age and geography would not be correlated with AQ, whilst sex and occupation would have a correlation. Mean AQ for the total sample score was m = 19.83 (SD = 8.71, slightly higher than a previous systematic review of 6,900 individuals in a non-clinical sample (mean of means = 16.94 This likely reflects that this big-data sample includes individuals with autism who in the systematic review score much higher (mean of means = 35.19. As predicted, sex and occupation differences were observed: on average, males (m = 21.55, SD = 8.82 scored higher than females (m = 18.95; SD = 8.52, and individuals working in a STEM career (m = 21.92, SD = 8.92 scored higher than individuals non-STEM careers (m = 18.92, SD = 8.48. Also as predicted, age and geographic region were not meaningfully correlated with AQ. These results support previous findings relating to sex and STEM careers in the largest set of individuals for which AQ scores have been reported and suggest the AQ is a useful self-report measure of autistic traits.

External Validation of the Emergency Trauma Score for Early Prediction of Mortality in Trauma Patients

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Joosse, Pieter; de Jong, Willem-Jan J.; Wendt, Klaus W.; Schep, Niels W.; Goslings, J. Carel; Reitsma, J.

Objectives: The Emergency Trauma Score has been developed for early estimation of mortality risk in adult trauma patients with an Injury Severity Score of 16 or higher. Emergency Trauma Score combines four early predictors available at the trauma resuscitation room: age, Glasgow Coma Scale, base

Comparison of an expert system with other clinical scores for the evaluation of severity of asthma.

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Gautier, V; Rédier, H; Pujol, J L; Bousquet, J; Proudhon, H; Michel, C; Daurès, J P; Michel, F B; Godard, P

1996-01-01

"Asthmaexpert" was produced at the special request of several clinicians in order to obtain a better understanding of the medical decisions taken by clinical experts in the management of asthmatic patients. In order to assess the severity of asthma, a new score called Artificial Intelligence score (AI score), produced by Asthmaexpert, was compared with three other scores (Aas, Hargreave and Brooks). One hundred patients were enrolled prospectively in the study during their first consultation in the out-patient clinic. Distribution of severity level according to the different scores was studied, and the reliability between AI and other scores was evaluated by Kappa and MacNemar tests. Correlations with functional parameters were performed. The AI score assessed higher levels of severity than the other scores (Kappa = 18, 28 and 10% for Aas, Hargreave and Brooks, respectively) with significant MacNemar test in all cases. There was a significant correlation between AI score and forced expiratory volume in one second (FEV1) (r = 0.73). These data indicate that the AI score is a severity score which defines higher levels of severity than the chosen scores. Correlations for functional parameters are good. This score appears easy to use for the first consultation of an asthmatic patient.

Assessing students' performance in software requirements engineering education using scoring rubrics

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Mkpojiogu, Emmanuel O. C.; Hussain, Azham

2017-10-01

The study investigates how helpful the use of scoring rubrics is, in the performance assessment of software requirements engineering students and whether its use can lead to students' performance improvement in the development of software requirements artifacts and models. Scoring rubrics were used by two instructors to assess the cognitive performance of a student in the design and development of software requirements artifacts. The study results indicate that the use of scoring rubrics is very helpful in objectively assessing the performance of software requirements or software engineering students. Furthermore, the results revealed that the use of scoring rubrics can also produce a good achievement assessments direction showing whether a student is either improving or not in a repeated or iterative assessment. In a nutshell, its use leads to the performance improvement of students. The results provided some insights for further investigation and will be beneficial to researchers, requirements engineers, system designers, developers and project managers.

Feature and score fusion based multiple classifier selection for iris recognition.

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Islam, Md Rabiul

2014-01-01

The aim of this work is to propose a new feature and score fusion based iris recognition approach where voting method on Multiple Classifier Selection technique has been applied. Four Discrete Hidden Markov Model classifiers output, that is, left iris based unimodal system, right iris based unimodal system, left-right iris feature fusion based multimodal system, and left-right iris likelihood ratio score fusion based multimodal system, is combined using voting method to achieve the final recognition result. CASIA-IrisV4 database has been used to measure the performance of the proposed system with various dimensions. Experimental results show the versatility of the proposed system of four different classifiers with various dimensions. Finally, recognition accuracy of the proposed system has been compared with existing N hamming distance score fusion approach proposed by Ma et al., log-likelihood ratio score fusion approach proposed by Schmid et al., and single level feature fusion approach proposed by Hollingsworth et al.

Feature and Score Fusion Based Multiple Classifier Selection for Iris Recognition

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Md. Rabiul Islam

2014-01-01

Full Text Available The aim of this work is to propose a new feature and score fusion based iris recognition approach where voting method on Multiple Classifier Selection technique has been applied. Four Discrete Hidden Markov Model classifiers output, that is, left iris based unimodal system, right iris based unimodal system, left-right iris feature fusion based multimodal system, and left-right iris likelihood ratio score fusion based multimodal system, is combined using voting method to achieve the final recognition result. CASIA-IrisV4 database has been used to measure the performance of the proposed system with various dimensions. Experimental results show the versatility of the proposed system of four different classifiers with various dimensions. Finally, recognition accuracy of the proposed system has been compared with existing N hamming distance score fusion approach proposed by Ma et al., log-likelihood ratio score fusion approach proposed by Schmid et al., and single level feature fusion approach proposed by Hollingsworth et al.

The Sandia Report and U.S. Achievement: An Assessment.

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Stedman, Lawrence C.

1994-01-01

The article assesses the report of the Sandia National Laboratory's contentions about decline in Scholactic Aptitude Test Scores, National Assessment of Educational Progress achievement, and international assessments. The article suggests the report is generally right about steady trends but seriously flawed by several errors. (SM)

Association Between Low IQ Scores and Early Mortality in Men and Women: Evidence From a Population-Based Cohort Study.

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Maenner, Matthew J; Greenberg, Jan S; Mailick, Marsha R

2015-05-01

Lower (versus higher) IQ scores have been shown to increase the risk of early mortality, however, the underlying mechanisms are poorly understood and previous studies underrepresent individuals with intellectual disability (ID) and women. This study followed one third of all senior-year students (approximately aged 17) attending public high school in Wisconsin, U.S. in 1957 (n  =  10,317) until 2011. Men and women with the lowest IQ test scores (i.e., IQ scores ≤ 85) had increased rates of mortality compared to people with the highest IQ test scores, particularly for cardiovascular disease. Importantly, when educational attainment was held constant, people with lower IQ test scores did not have higher mortality by age 70 than people with higher IQ test scores. Individuals with lower IQ test scores likely experience multiple disadvantages throughout life that contribute to increased risk of early mortality.

Exploring a Source of Uneven Score Equity across the Test Score Range

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Huggins-Manley, Anne Corinne; Qiu, Yuxi; Penfield, Randall D.

2018-01-01

Score equity assessment (SEA) refers to an examination of population invariance of equating across two or more subpopulations of test examinees. Previous SEA studies have shown that score equity may be present for examinees scoring at particular test score ranges but absent for examinees scoring at other score ranges. No studies to date have…

Exploring relationships between hospital patient safety culture and Consumer Reports safety scores.

Science.gov (United States)

Smith, Scott Alan; Yount, Naomi; Sorra, Joann

2017-02-16

A number of private and public companies calculate and publish proprietary hospital patient safety scores based on publicly available quality measures initially reported by the U.S. federal government. This study examines whether patient safety culture perceptions of U.S. hospital staff in a large national survey are related to publicly reported patient safety ratings of hospitals. The Agency for Healthcare Research and Quality Hospital Survey on Patient Safety Culture (Hospital SOPS) assesses provider and staff perceptions of hospital patient safety culture. Consumer Reports (CR), a U.S. based non-profit organization, calculates and shares with its subscribers a Hospital Safety Score calculated annually from patient experience survey data and outcomes data gathered from federal databases. Linking data collected during similar time periods, we analyzed relationships between staff perceptions of patient safety culture composites and the CR Hospital Safety Score and its five components using multiple multivariate linear regressions. We analyzed data from 164 hospitals, with patient safety culture survey responses from 140,316 providers and staff, with an average of 856 completed surveys per hospital and an average response rate per hospital of 56%. Higher overall Hospital SOPS composite average scores were significantly associated with higher overall CR Hospital Safety Scores (β = 0.24, p Consumer Reports Hospital Safety Score, which is a composite of patient experience and outcomes data from federal databases. As hospital managers allocate resources to improve patient safety culture within their organizations, their efforts may also indirectly improve consumer-focused, publicly reported hospital rating scores like the Consumer Reports Hospital Safety Score.

Severity assessment scores to guide empirical use of antibiotics in community acquired pneumonia.

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Singanayagam, Aran; Chalmers, James D

2013-10-01

Severity assessment scores were first developed to predict the 30 day mortality in community acquired pneumonia; however, several guidelines have extended their use to guide empirical antibiotic prescription decisions. This approach has theoretical advantages because a decrease in broad-spectrum antibiotic treatment in low-risk patients might reduce antibiotic-related side-effects, and to give broad-spectrum therapy to patients at higher risk of death is intuitive. However, evidence in support of this approach is not clear. In particular, the British Thoracic Society guidelines suggest withholding a macrolide from patients with low CURB 65 scores, despite evidence that these patients have a higher frequency of atypical pathogens than do those with a higher severity of pneumonia. Severity scores do not perform well in some groups and might overestimate disease severity in elderly people, leading to inappropriate broad-spectrum treatment to those at high risk of complications such as Clostridium difficile infection. In this Review, we discuss the evidence for antibiotic prescribing guided by severity score and suggest that more evidence of effect and implementation is needed before this approach can be universally adopted. Copyright © 2013 Elsevier Ltd. All rights reserved.

Determination of an effective scoring function for RNA-RNA interactions with a physics-based double-iterative method.

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Yan, Yumeng; Wen, Zeyu; Zhang, Di; Huang, Sheng-You

2018-05-18

RNA-RNA interactions play fundamental roles in gene and cell regulation. Therefore, accurate prediction of RNA-RNA interactions is critical to determine their complex structures and understand the molecular mechanism of the interactions. Here, we have developed a physics-based double-iterative strategy to determine the effective potentials for RNA-RNA interactions based on a training set of 97 diverse RNA-RNA complexes. The double-iterative strategy circumvented the reference state problem in knowledge-based scoring functions by updating the potentials through iteration and also overcame the decoy-dependent limitation in previous iterative methods by constructing the decoys iteratively. The derived scoring function, which is referred to as DITScoreRR, was evaluated on an RNA-RNA docking benchmark of 60 test cases and compared with three other scoring functions. It was shown that for bound docking, our scoring function DITScoreRR obtained the excellent success rates of 90% and 98.3% in binding mode predictions when the top 1 and 10 predictions were considered, compared to 63.3% and 71.7% for van der Waals interactions, 45.0% and 65.0% for ITScorePP, and 11.7% and 26.7% for ZDOCK 2.1, respectively. For unbound docking, DITScoreRR achieved the good success rates of 53.3% and 71.7% in binding mode predictions when the top 1 and 10 predictions were considered, compared to 13.3% and 28.3% for van der Waals interactions, 11.7% and 26.7% for our ITScorePP, and 3.3% and 6.7% for ZDOCK 2.1, respectively. DITScoreRR also performed significantly better in ranking decoys and obtained significantly higher score-RMSD correlations than the other three scoring functions. DITScoreRR will be of great value for the prediction and design of RNA structures and RNA-RNA complexes.

Prognostic significance of Gleason score 7 (3+4 and Gleason score 7 (4+3 in prostatic adenocarcinoma in relation to clinical stage, androgen tissue status and degree of neuroendocrine differentiation

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Mijović M.

2014-01-01

Full Text Available Prognosis and choice of treatment of adenocarcinoma of the prostate (ADCP directly depend on the numerous of predictive factors, among which the most important are summary histological tumor grade (Gleason score, which is the sum of the first and second dominant histological grade and clinical stage. According to recent research these factors include androgen tissue status and degree of neuroendocrine differentiation. The importance of the first and second dominant histological grade becomes particularly important in ADCP Gleason score 7. Tumors with worse prognosis considered to be ADCP of higher Gleason score, the advanced clinical stage, androgen independent tumors and tumors that show a higher degree of neuroendocrine differentiation. The aim of the study was to determine the predictive significance of ADCP Gleason score 7 (3+4 and ADCP Gleason score 7 (4+3 in relation to clinical stage, androgen tissue status and degree of focal neuroendocrine differentiation. The study included 33 ADCP of Gleason score 7,26 (78.79% ADCP 7 (3+4 and 7 (21.21% ADCP 7 (4+3. All tumors are most often diagnosed with stage D2, when there are already distant metastases. ADCP of Gleason score 7 (4+3 were diagnosed more often at this stage, among them there are more androgen independent tumors and they show a greater degree of focal neuroendocrine differentiation. All the results are in accordance with data from the literature suggesting that ADCP of Gleason score 7 (4+3 have a worse prognosis than ADCP of Gleason score 7 (3 +4.

Higher emotional intelligence is related to lower test anxiety among students

Science.gov (United States)

Ahmadpanah, Mohammad; Keshavarz, Mohammadreza; Haghighi, Mohammad; Jahangard, Leila; Bajoghli, Hafez; Sadeghi Bahmani, Dena; Holsboer-Trachsler, Edith; Brand, Serge

2016-01-01

Background For students attending university courses, experiencing test anxiety (TA) dramatically impairs cognitive performance and success at exams. Whereas TA is a specific case of social phobia, emotional intelligence (EI) is an umbrella term covering interpersonal and intrapersonal skills, along with positive stress management, adaptability, and mood. In the present study, we tested the hypothesis that higher EI and lower TA are associated. Further, sex differences were explored. Method During an exam week, a total of 200 university students completed questionnaires covering sociodemographic information, TA, and EI. Results Higher scores on EI traits were associated with lower TA scores. Relative to male participants, female participants reported higher TA scores, but not EI scores. Intrapersonal and interpersonal skills and mood predicted low TA, while sex, stress management, and adaptability were excluded from the equation. Conclusion The pattern of results suggests that efforts to improve intrapersonal and interpersonal skills, and mood might benefit students with high TA. Specifically, social commitment might counteract TA. PMID:26834474

Evaluation of revised trauma score in poly- traumatized patients

International Nuclear Information System (INIS)

Ahmad, H.N.

2004-01-01

Objective: To determine the prognostic value and reliability of revised trauma score (RTS) in polytraumatized patients. Subjects and Methods: Thirty adult patients of road traffic accidents sustaining multisystem injuries due to high energy blunt trauma were managed according to the protocols of advanced trauma life support (ATLS) and from their first set of data RTS was calculated. Score of each patient was compared with his final outcome at the time of discharge from the hospital. Results: The revised trauma score was found to be a reliable predictor of prognosis of polytraumatized patients but a potentially weak predictor for those patients having severe injury involving a single anatomical region. The higher the RTS the better the prognosis of polytrauma patient and vice versa. Revised trauma score <8 turned out to be an indicator of severe injury with high mortality and morbidity and overall mortality in polytraumatized patients was 26.66%. However, RTS-6 was associated with 50% mortality. Conclusion: The revised trauma score is a reliable indicator of prognosis of polytraumatized patients. Therefore, it can be used for field and emergency room triage. (author)

External validation of the Emergency Trauma Score for early prediction of mortality in trauma patients

NARCIS (Netherlands)

Joosse, Pieter; de Jong, Willem-Jan J.; Reitsma, Johannes B.; Wendt, Klaus W.; Schep, Niels W.; Goslings, J. Carel

2014-01-01

The Emergency Trauma Score has been developed for early estimation of mortality risk in adult trauma patients with an Injury Severity Score of 16 or higher. Emergency Trauma Score combines four early predictors available at the trauma resuscitation room: age, Glasgow Coma Scale, base excess, and

Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy

Science.gov (United States)

Frazier, Lisa; Anderson, Stephanie L.; Stanton, Robert; Gillette, Chris; Broedel-Zaugg, Kim; Yingling, Kevin

2017-01-01

Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion. Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months. Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time. PMID:28630511

Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy.

Science.gov (United States)

Anderson, H Glenn; Frazier, Lisa; Anderson, Stephanie L; Stanton, Robert; Gillette, Chris; Broedel-Zaugg, Kim; Yingling, Kevin

2017-05-01

Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion. Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months. Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time.

Higher Dietary Cost Is Associated with Higher Diet Quality: A Cross-Sectional Study among Selected Malaysian Adults

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Ibnteesam Pondor

2017-09-01

Full Text Available Food price is a determining factor of food choices; however its relationship with diet quality is unclear in Malaysia. This study aimed to examine socio-economic characteristics and daily dietary cost (DDC in relation to diet quality in the state of Selangor, Malaysia. Dietary intake was assessed using a Food Frequency Questionnaire (FFQ and diet quality was estimated using a Malaysian Healthy Eating Index (M-HEI. DDC in Malaysian Ringgit (RM was calculated from dietary intake and national food prices. Linear regression models were fitted to determine associations between DDC and M-HEI scores and predictors of diet quality. The mean M-HEI score of respondents was 61.31 ± 10.88 and energy adjusted DDC was RM10.71/2000 kcal (USD 2.49. The highest quintile of adjusted DDC had higher M-HEI scores for all respondents (Q1: 57.14 ± 10.07 versus Q5: 63.26 ± 11.54, p = 0.001. There were also positive associations between DDC and M-HEI scores for fruits (p < 0.001 and vegetables (p = 0.017 for all respondents. Predictors of diet quality included carbohydrate (β = 0290; p < 0.001 and fat intakes (β = −0.242; p < 0.001 and energy adjusted DDC (β = 0.196; p < 0.001. Higher dietary cost is associated with healthy eating among Malaysian adults.

Wearable PPG sensor based alertness scoring system.

Science.gov (United States)

Dey, Jishnu; Bhowmik, Tanmoy; Sahoo, Saswata; Tiwari, Vijay Narayan

2017-07-01

Quantifying mental alertness in today's world is important as it enables the person to adopt lifestyle changes for better work efficiency. Miniaturized sensors in wearable devices have facilitated detection/monitoring of mental alertness. Photoplethysmography (PPG) sensors through Heart Rate Variability (HRV) offer one such opportunity by providing information about one's daily alertness levels without requiring any manual interference from the user. In this paper, a smartwatch based alertness estimation system is proposed. Data collected from PPG sensor of smartwatch is processed and fed to machine learning based model to get a continuous alertness score. Utility functions are designed based on statistical analysis to give a quality score on different stages of alertness such as awake, long sleep and short duration power nap. An intelligent data collection approach is proposed in collaboration with the motion sensor in the smartwatch to reduce battery drainage. Overall, our proposed wearable based system provides a detailed analysis of alertness over a period in a systematic and optimized manner. We were able to achieve an accuracy of 80.1% for sleep/awake classification along with alertness score. This opens up the possibility for quantifying alertness levels using a single PPG sensor for better management of health related activities including sleep.

Diet Quality Scores of Australian Adults Who Have Completed the Healthy Eating Quiz.

Science.gov (United States)

Williams, Rebecca L; Rollo, Megan E; Schumacher, Tracy; Collins, Clare E

2017-08-15

Higher scores obtained using diet quality and variety indices are indicators of more optimal food and nutrient intakes and lower chronic disease risk. The aim of this paper is to describe the overall diet quality and variety in a sample of Australian adults who completed an online diet quality self-assessment tool, the Healthy Eating Quiz. The Healthy Eating Quiz takes approximately five minutes to complete online and computes user responses into a total diet quality score (out of a maximum of 73 points) and then categorizes them into the following groups: 'needs work' (Healthy eating quiz scores were higher in those aged 45-75 years compared to 16-44 years ( p Healthy Eating Quiz data indicates that individuals receiving feedback on how to improve their score can improve their diet quality, there is a need for further nutrition promotion interventions in Australian adults.