University support, motivation to learn, emotional adjustment, and academic performance

NARCIS (Netherlands)

Shanti, T.I.; Janssens, J.M.A.M.; Setiadi, B.N.

2016-01-01

The main purpose of this study was to examine relationships between university support and academic performance, as mediated by motivation to learn and emotional adjustment among freshmen of X University. Data were collected from 327 X University's freshmen at the end of their first year. Results

Athletic Trainers' Roles and Responsibilities Regarding Academic Adjustments as Part of the Concussion-Management Process in the Secondary School Setting.

Science.gov (United States)

Bacon, Cailee E Welch; Kay, Melissa C; McLeod, Tamara C Valovich

2017-10-01

  Athletic trainers (ATs) play a vital role in managing the care of student-athletes after a sport-related concussion, yet little is known about their specific involvement in the implementation of academic adjustments as part of the concussion-management plan.   To explore ATs' perceived roles and responsibilities regarding the implementation of academic adjustments for concussed student-athletes.   Qualitative study.   Individual telephone interviews.   Sixteen ATs employed in the secondary school setting (8 women, 8 men; age = 39.6 ± 7.9 years; athletic training experience = 15.1 ± 5.6 years), representing 12 states, were interviewed.   One telephone interview was conducted with each participant. After the interviews were transcribed, the data were analyzed and coded into themes and categories, which were determined via consensus of a 4-person research team. To decrease researcher bias, triangulation occurred through participant member checking, the inclusion of multiple researchers, and an internal auditor.   Several categories related to participants' perceptions regarding their roles and responsibilities within the academic-adjustments process emerged from data analysis: (1) understanding of academic adjustments, (2) perceptions of their roles in academic adjustments, (3) initiation of academic adjustments, (4) facilitation of academic adjustments, and (5) lack of a role in the academic-adjustments process. Although most ATs perceived that they had a role in the initiation and facilitation of academic adjustments for concussed student-athletes, some reported they did not want a role in the process. Regardless, participants frequently suggested the need for further education.   These findings highlight that ATs either wanted to be involved in the implementation of academic adjustments but felt further education was needed or they did not want to be involved because they felt that it was not in their area of expertise. To create a cohesive

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

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

2013-06-01

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

On the Borders: Adjusting to Academic, Social and Cultural Practices at an Australian University

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Buchanan, John; Ljungdahl, Lesley; Maher, Damian

2015-01-01

Adjustment to university is challenging for students as they navigate a path through new academic, social and cultural practices. Some may feel on the borders, marginalised by their background. Issues such as adjustment to university life, independence, performance expectations, establishing friendships, technological competence, cultural capital,…

Longitudinal Links between Older Sibling Features and Younger Siblings' Academic Adjustment during Early Adolescence

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Bouchey, Heather A.; Shoulberg, Erin K.; Jodl, Kathleen M.; Eccles, Jacquelynne S.

2010-01-01

This study investigated prospective relations between older siblings' support and academic engagement and younger siblings' academic adjustment from 7th to post-8th grade. The study was unique in that it incorporated a sample of both African American and European American adolescents. Also investigated was the extent to which the gender…

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

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Rueger, Sandra Yu; Jenkins, Lyndsay N

2014-03-01

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

Does Adolescents' Disclosure to their Parents Matter for their Academic Adjustment?

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Cheung, Cecilia S.-S.; Pomerantz, Eva M.; Dong, Wei

2013-01-01

The role of adolescents' disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships…

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

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

2017-11-17

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

Pathways of Parenting Style on Adolescents' College Adjustment, Academic Achievement, and Alcohol Risk

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Kenney, Shannon R.; Lac, Andrew; Hummer, Justin F.; Grimaldi, Elizabeth M.; LaBrie, Joseph W.

2015-01-01

This study examined the pathways of parenting style (permissive, authoritarian, and authoritative) to alcohol consumption and consequences through the mediators of college adjustment and academic achievement (grade point average [GPA]). Participants were 289 students from a private, mid-size, West Coast university (mean age 19.01 years, 58.8%…

The role of preschool teacher-child interactions in academic adjustment: An intervention study with Playing-2-gether.

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Van Craeyevelt, Sanne; Verschueren, Karine; Vancraeyveldt, Caroline; Wouters, Sofie; Colpin, Hilde

2017-09-01

Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affective quality of the teacher-child relationship and teacher behaviour management. In a sample of 175 preschool boys showing signs of externalizing behaviour (M age  = 4 years, 9 months, SD age  = 7 months) and their teachers, we investigated P2G effects on academic engagement as well as on language achievement. Academic engagement was rated by teachers at three occasions within one school year (T1 = pretest, T3 = post-test, and T2 = in-between intervention components). Language achievement was assessed by researchers at pre- and post-test, using a standardized test. Cross-lagged path analyses revealed a direct intervention effect of P2G on academic engagement at Time 2. In addition, a significant indirect intervention effect was found on academic engagement at Time 3 through academic engagement at Time 2. Finally, academic engagement at Time 2 was found to predict language achievement at post-test. A marginally significant indirect intervention effect was found on language achievement at Time 3, through academic engagement at Time 2. This intervention study suggests that teacher-child interactions predict academic engagement over time, which in turn improves language achievement among preschool boys at risk of externalizing behaviour. © 2017 The British Psychological Society.

Longitudinal relations between parenting and child adjustment in young children.

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Gadeyne, Els; Ghesquière, Pol; Onghena, Patrick

2004-06-01

We studied the predictive relations between reports of parenting behavior on the one hand and academic achievement and reported behavior problems of young children on the other hand. Data were gathered for 352 children and their parents from kindergarten to 2nd grade. The results indicated that in the academic domain, low supportive and high controlling parenting practices were modestly related to poor subsequent math achievement. Children's externalizing and attention problem behavior was clearly predictive of high levels of control in mothers and low levels of support in fathers. The combination of high parental support and control was especially associated with high levels of problem behavior. However, when previous parenting and child adjustment were taken into account, the magnitude of the predictive power of parenting for child adjustment, and of child adjustment for parenting, remained limited.

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

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

2010-01-01

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

Teasing and social rejection among obese children enrolling in family-based behavioural treatment: effects on psychological adjustment and academic competencies.

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Gunnarsdottir, T; Njardvik, U; Olafsdottir, A S; Craighead, L W; Bjarnason, R

2012-01-01

The first objective was to determine the prevalence of psychological maladjustment (emotional and behavioural problems), low academic competencies and teasing/social rejection among obese Icelandic children enrolling in a family-based behavioural treatment. A second objective was to explore the degree to which teasing/social rejection specifically contributes to children's psychological adjustment and academic competencies when controlling for other variables, including demographics, children's physical activity, parental depression and life-stress. Participants were 84 obese children (mean body mass index-standard deviation score=3.11, age range=7.52-13.61 years). Height and weight, demographics and measures of children's psychological adjustment, academic competencies, teasing/social rejection and physical activity were collected from children, parents and teachers. Parental depression and life-stress was self-reported. Over half the children exceeded cutoffs indicating concern on at least one measure of behavioural or emotional difficulties. Children endorsed significant levels of teasing/social rejection, with almost half acknowledging they were not popular with same-gender peers. Parent reports of peer problems were even higher, with over 90% of both boys and girls being rated by their parents as having significant peer difficulties. However, rates of low academic competencies as reported by teachers were not different from those of the general population. In regression analyses controlling for other variables, self-reported teasing/social rejection emerged as a significant contributor to explaining both child psychological adjustment and academic competencies. The results indicate that among obese children enrolled in family-based treatment, self-reported teasing/social rejection is quite high and it is associated with poorer psychological adjustment as well as lower academic competencies. Parent reports corroborate the presence of substantial peer

Socioeconomic Stress and Academic Adjustment among Asian American Adolescents: The Protective Role of Family Obligation

Science.gov (United States)

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

2013-01-01

Socioeconomic stress has long been found to place youth at risk, with low family income conferring disadvantages in adolescents' school achievement and success. This study investigates the role of socioeconomic stress on academic adjustment, and pinpoints family obligation as a possible buffer of negative associations. We examined direct and…

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...

Academic Performance in Children of Mothers With Schizophrenia and Other Severe Mental Illness, and Risk for Subsequent Development of Psychosis: A Population-Based Study

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Lin, Ashleigh; Di Prinzio, Patsy; Young, Deidra; Jacoby, Peter; Whitehouse, Andrew; Waters, Flavie; Jablensky, Assen; Morgan, Vera A.

2017-01-01

Objective: We examined the academic performance at age 12 years of children of mothers diagnosed with schizophrenia or other severe mental illness using a large whole-population birth cohort born in Western Australia. We investigated the association between academic performance and the subsequent development of psychotic illness. Method: The sample comprised 3169 children of mothers with severe mental illness (schizophrenia, bipolar disorder, unipolar major depression, delusional disorder or other psychoses; ICD-9 codes 295–298), and 88 353 children of comparison mothers without known psychiatric morbidity. Academic performance of children was indexed on a mandatory state-wide test of reading, spelling, writing and numeracy. Results: A larger proportion of children (43.1%) of mothers with severe mental illness performed below the acceptable standard than the reference group (30.3%; children of mothers with no known severe mental illness). After adjusting for covariates, children of mothers with any severe mental illness were more likely than the reference group to perform below-benchmark on all domains except reading. For all children, poor spelling was associated with the later development of psychosis, but particularly for those at familial risk for severe mental illness (hazard ratio [HR] = 1.81; 95% CI for HR = 1.21, 2.72). Conclusions: Children of mothers with a severe mental illness are at increased risk for sub-standard academic achievement at age 12 years, placing these children at disadvantage for the transition to secondary school. For children with familial risk for severe mental illness, very poor spelling skills at age 12 years may be an indicator of risk for later psychotic disorder. PMID:27131155

Impact of Communication on Parents' and First-Year College Students' Ratings of Student Academic, Emotional, and Social Adjustment

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Yogan, Lissa; Freedle, Agata; Ringenberg, Matthew

2017-01-01

This study explored the effects of parents' and students' communication patterns on students' social, emotional, and academic adjustment to college. It matched 118 pairs of parents and students (n = 236) and asked them to report their frequency and mode of communication, as well as the first-year students' perceived adjustment to college. The…

24-Hour Academic Libraries: Adjusting to Change

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Bowman, Adam C.

2013-01-01

The purpose of this study was to explore the adaptive measures that academic libraries perform when implementing and operating a 24-hour schedule. Five in-depth interviews were conducted with current managerial-level librarians at 24-hour academic libraries. The exploratory interviews revealed similar measures for security, budgeting, employee…

Academic Performance in Children of Mothers With Schizophrenia and Other Severe Mental Illness, and Risk for Subsequent Development of Psychosis: A Population-Based Study.

Science.gov (United States)

Lin, Ashleigh; Di Prinzio, Patsy; Young, Deidra; Jacoby, Peter; Whitehouse, Andrew; Waters, Flavie; Jablensky, Assen; Morgan, Vera A

2017-01-01

We examined the academic performance at age 12 years of children of mothers diagnosed with schizophrenia or other severe mental illness using a large whole-population birth cohort born in Western Australia. We investigated the association between academic performance and the subsequent development of psychotic illness. The sample comprised 3169 children of mothers with severe mental illness (schizophrenia, bipolar disorder, unipolar major depression, delusional disorder or other psychoses; ICD-9 codes 295-298), and 88 353 children of comparison mothers without known psychiatric morbidity. Academic performance of children was indexed on a mandatory state-wide test of reading, spelling, writing and numeracy. A larger proportion of children (43.1%) of mothers with severe mental illness performed below the acceptable standard than the reference group (30.3%; children of mothers with no known severe mental illness). After adjusting for covariates, children of mothers with any severe mental illness were more likely than the reference group to perform below-benchmark on all domains except reading. For all children, poor spelling was associated with the later development of psychosis, but particularly for those at familial risk for severe mental illness (hazard ratio [HR] = 1.81; 95% CI for HR = 1.21, 2.72). Children of mothers with a severe mental illness are at increased risk for sub-standard academic achievement at age 12 years, placing these children at disadvantage for the transition to secondary school. For children with familial risk for severe mental illness, very poor spelling skills at age 12 years may be an indicator of risk for later psychotic disorder. © The Author 2016. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Beyond parenting practices: extended kinship support and the academic adjustment of African-American and European-American teens.

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Pallock, Linda L; Lamborn, Susie D

2006-10-01

This study examined adolescents' perceptions of parenting practices and extended kinship support in relation to academic adjustment for 104 African American and 60 European American 9th and 10th graders (14 and 15 year olds). For African-American teens, parental acceptance was associated with school values, teacher bonding, and work orientation. Higher levels of behavioral control and lower levels of psychological control were associated with a stronger work orientation. After accounting for the demographic variables and the three parenting practices, higher levels of extended kinship support related to stronger school values, higher teacher bonding, and a stronger work orientation. For European-American teens, parental acceptance related to academic adjustment, including stronger school values, higher teacher bonding, and a stronger work orientation. European-American adolescents with stronger extended kinship networks reported higher teacher bonding and a stronger work orientation. Results indicate the importance of extended kinship support for both African-American and European-American adolescents.

Premorbid adjustment in individuals at ultra-high risk for developing psychosis

DEFF Research Database (Denmark)

Dannevang, Anders; Randers, Lasse; Gondan, Matthias

2017-01-01

between childhood and early adolescence. The UHR individuals had more premorbid adjustment difficulties on both the social and academic scale, and on the individual PAS scales. Conclusion: From childhood UHR individuals have lower levels of social and academic premorbid adjustment compared to healthy...... and academic scales were computed. Results: Compared to the healthy controls the UHR individuals’ social and academic premorbid adjustment declined across age periods. Social premorbid adjustment declined particularly between late adolescence and adulthood. Academic premorbid adjustment declined particularly...

The Prevalence of Cyber Bullying Victimization and Its Relationship to Academic, Social, and Emotional Adjustment among College Students

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Beebe, Jennifer Elizabeth

2010-01-01

The current study investigated the prevalence and frequency of cyber bullying victimization and examined the impact of cyber bullying on academic, social, and emotional college adjustment. Participants were recruited from two universities in the United States. Participants completed the Revised Cyber Bullying Survey (Kowalski & Limber, 2007)…

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

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Holt, Laura J.

2014-01-01

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

The Predictive Nature of Humor, Authoritative Parenting Style, and Academic Achievement on Indices of Initial Adjustment and Commitment to College among College Freshmen

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Hickman, Gregory P.; Crossland, Garnet L.

2004-01-01

Through the administration of self-report surveys, this study examined the relationships among a) parenting styles, b) family structure, c) academic achievement, d) birth order, e) gender, and f) humor on the initial personal-emotional, social, academic, and commitment to college adjustment among 257 first-quarter college freshmen. Multiple…

Academic Performance in Adolescence after Inguinal Hernia Repair in Infancy: A Nationwide Cohort Study

DEFF Research Database (Denmark)

Hansen, Tom G; Pedersen, Jacob K; Henneberg, Steen W

2011-01-01

for inguinal hernia repair in infancy and subsequent academic performance. METHODS:: Using Danish birth cohorts from 1986-1990, we compared the academic performance of all children who had undergone inguinal hernia repair in infancy to a randomly selected, age-matched 5% population sample. Primary analysis...... found no evidence that a single, relatively brief anesthetic exposure in connection with hernia repair in infancy reduced academic performance at age 15 or 16 yr after adjusting for known confounding factors. However, the higher test score nonattainment rate among the hernia group could suggest...... repair in infancy. A randomly selected, age-matched 5% population sample consists of 14,575 individuals. Although the exposure group performed worse than the control group (average score 0.26 lower; 95% CI, 0.21-0.31), after adjusting for known confounders, no statistically significant difference (-0...

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

Science.gov (United States)

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

2011-01-01

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

Ethnic Identity and Gender as Moderators of the Association between Discrimination and Academic Adjustment among Mexican-Origin Adolescents

Science.gov (United States)

Umana-Taylor, Adriana J.; Wong, Jessie J.; Gonzales, Nancy A.; Dumka, Larry E.

2012-01-01

Existing work has identified perceived discrimination as a risk factor that may contribute to the relatively poorer academic outcomes exhibited by Mexican-origin adolescents in the U.S. The current study examined the longitudinal associations among perceived discrimination and three indices of adolescent adjustment in the school setting (i.e.,…

Parenting Styles and Adjustment Outcomes among College Students

Science.gov (United States)

Love, Keisha M.; Thomas, Deneia M.

2014-01-01

Research has demonstrated that parenting styles partially explain college students' academic adjustment. However, to account for academic adjustment more fully, additional contributors should be identified and tested. We examined the fit of a hypothesized model consisting of parenting styles, indicators of well-being, and academic adjustment…

Perfectionism, Stress, and Social (Dis)Connection: A Short-Term Study of Hopelessness, Depression, and Academic Adjustment among Honors Students

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Rice, Kenneth G.; Leever, Brooke A.; Christopher, John; Porter, J. Diane

2006-01-01

This study tested models of perfectionism predicting psychological distress and academic adjustment and moderators and mediators of those associations in 2 successive cohorts of high-achieving university honors students (N = 499). Participants completed measures earl and late in the semester. Adaptive (high standards) and maladaptive…

Risk-adjusted performance evaluation in three academic thoracic surgery units using the Eurolung risk models.

Science.gov (United States)

Pompili, Cecilia; Shargall, Yaron; Decaluwe, Herbert; Moons, Johnny; Chari, Madhu; Brunelli, Alessandro

2018-01-03

The objective of this study was to evaluate the performance of 3 thoracic surgery centres using the Eurolung risk models for morbidity and mortality. This was a retrospective analysis performed on data collected from 3 academic centres (2014-2016). Seven hundred and twenty-one patients in Centre 1, 857 patients in Centre 2 and 433 patients in Centre 3 who underwent anatomical lung resections were analysed. The Eurolung1 and Eurolung2 models were used to predict risk-adjusted cardiopulmonary morbidity and 30-day mortality rates. Observed and risk-adjusted outcomes were compared within each centre. The observed morbidity of Centre 1 was in line with the predicted morbidity (observed 21.1% vs predicted 22.7%, P = 0.31). Centre 2 performed better than expected (observed morbidity 20.2% vs predicted 26.7%, P models were successfully used as risk-adjusting instruments to internally audit the outcomes of 3 different centres, showing their applicability for future quality improvement initiatives. © The Author(s) 2018. Published by Oxford University Press on behalf of the European Association for Cardio-Thoracic Surgery. All rights reserved.

The contribution of personality traits and academic and social adjustment to life satisfaction and depression in college freshmen

Directory of Open Access Journals (Sweden)

Sanja Smojver-Ažić

2010-11-01

Full Text Available The aim of this study is to investigate the role of personality traits and student academic and social college adjustment to their overall life satisfaction and depression. Sample of 492 freshmen completed a battery of measures. Hierarchical regression analyses are applied to analyze the contribution of predictor variables on life satisfaction and depression in the group of male and female students. After controlling for the personality traits, college adjustment had a significant contribution to student depression and life satisfaction. Optimism has a significant protective role only with male, but not with female students.

New Prof Omeje Pornography Addiction as Correlate of Psychosocial and Academic Adjustment of Students in Universities in Lagos State

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Ohuakanwa, Chijioke Ephraim; Omeje, Joachim Chinweike; Eskay, Michael

2012-01-01

The study sought to investigate the relationship between pornography addiction and psychosocial and academic adjustment of students in universities in Lagos State. In order to achieve this objective, five research questions were formulated and two hypotheses postulated. The subjects for the study consisted of 616 full-time third-year undergraduate…

Effects of inflammatory bowel disease on students' adjustment to college.

Science.gov (United States)

Almadani, S Bashar; Adler, Jeremy; Browning, Jeff; Green, Elan H; Helvie, Karla; Rizk, Rafat S; Zimmermann, Ellen M

2014-12-01

Successful adjustment to college is required for academic success. We investigated whether inflammatory bowel disease (IBD) activity affects this adjustment process. We created an online survey that included a Student Adaptation to College Questionnaire (SACQ), a general quality of life survey (SF-12), a disease-specific short IBD quality of life survey (SIBDQ), and disease activity indices. Undergraduate students across the United States were recruited via social media. Surveys were completed by 65 students with Crohn's disease (CD), 28 with ulcerative colitis, and 214 healthy students (controls). Disease-specific quality of life (SIBDQ results) correlated with IBD disease activity (rho = -0.79; P academic work (P academic challenges (P academically successful (P academics-especially among students with CD. Successful adjustment is important for academic success, affecting graduation rates and future economic success. Strategies to increase disease control and provide social and emotional support during college could improve adjustment to college and academic performance, and increase patients' potential. Copyright © 2014 AGA Institute. Published by Elsevier Inc. All rights reserved.

Academic dishonsty

African Journals Online (AJOL)

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

Socioemotional Adjustment as a Mediator of the Association between Exposure to Community Violence and Academic Performance in Low-Income Adolescents.

Science.gov (United States)

Hardaway, Cecily R; Larkby, Cynthia A; Cornelius, Marie D

2014-07-01

This study examines whether exposure to community violence is indirectly related to academic performance through anxious/depressed symptoms and delinquent behaviors. Three hundred eighteen mothers and adolescents who participated in a longitudinal investigation were interviewed when adolescents were age 10, 14, and 16. Community violence exposure at age 14 was significantly related to anxious/depressed symptoms and delinquent behaviors. Delinquent behaviors (but not anxious/depressed symptoms) were significantly associated with academic performance at age 16. Exposure to community violence was indirectly related to academic performance through delinquent behaviors. There was no significant indirect effect of exposure to community violence on academic performance through anxious/depressed symptoms. Covariates included sociodemographics and exposure to child abuse. Age 10 anxious/depressed symptoms, age 10 delinquent behaviors, and age 14 academic performance were also included in the model to control for preexisting differences in socioemotional adjustment and academic performance. Results suggest that exposure to community violence may initiate a cascade of problems that spread from behavior problems to declines in academic performance. Our results highlight the need for schools to consider exposure to community violence as one form of trauma and to transform in ways that make them more trauma-sensitive. The use of trauma-sensitive practices that address the effects of violence exposure on youth may help limit the progression of adverse effects from delinquent behavior to other domains of functioning.

Ethnic Identity and Gender as Moderators of the Association between Discrimination and Academic Adjustment among Mexican-origin Adolescents

Science.gov (United States)

Umaña-Taylor, Adriana J.; Wong, Jessie J.; Gonzales, Nancy A.; Dumka, Larry E.

2011-01-01

Existing work has identified perceived discrimination as a risk factor that may contribute to the relatively poorer academic outcomes exhibited by Mexican-origin adolescents in the U.S. The current study examined the longitudinal associations among perceived discrimination and three indices of adolescent adjustment in the school setting (i.e., grade point average, teacher reports of externalizing, adolescents’ deviant peer associations) among 178 Mexican-origin adolescents (53% female). Ethnic identity affirmation was examined as a protective factor expected to reduce the negative effects of discrimination on adolescents’ adjustment, and gender was examined as a potential moderator of the associations of interest. Findings indicated that the deleterious effects of discrimination on adolescents’ adjustment in school were particularly salient for Mexican-origin male adolescents. Importantly, ethnic identity affirmation emerged as a protective factor for Mexican-origin male adolescents by buffering the negative effects of discrimination on their externalizing behaviors in school. PMID:22152761

Academic Performance in Adolescence after Inguinal Hernia Repair in Infancy: A Nationwide Cohort Study

DEFF Research Database (Denmark)

Hansen, Tom G; Pedersen, Jacob K; Henneberg, Steen Winther

2011-01-01

for inguinal hernia repair in infancy and subsequent academic performance. METHODS:: Using Danish birth cohorts from 1986-1990, we compared the academic performance of all children who had undergone inguinal hernia repair in infancy to a randomly selected, age-matched 5% population sample. Primary analysis...... compared average test scores at ninth grade adjusting for sex, birth weight, and paternal and maternal age and education. Secondary analysis compared the proportions of children not attaining test scores between the two groups. RESULTS:: From 1986-1990 in Denmark, 2,689 children underwent inguinal hernia...... repair in infancy. A randomly selected, age-matched 5% population sample consists of 14,575 individuals. Although the exposure group performed worse than the control group (average score 0.26 lower; 95% CI, 0.21-0.31), after adjusting for known confounders, no statistically significant difference (-0...

Premorbid functioning of patients with first-episode nonaffective psychosis: a comparison of deterioration in academic and social performance, and clinical correlates of Premorbid Adjustment Scale scores.

Science.gov (United States)

Monte, Ralph C; Goulding, Sandra M; Compton, Michael T

2008-09-01

Motivated by a previous study among male veterans [Allen, D.N., Frantom, L.V., Strauss, G.P., van Kammen, D.P., 2005. Differential patterns of premorbid academic and social deterioration in patients with schizophrenia. Schizophr. Res. 75, 389-397], the present analysis examined: (1) patterns of premorbid academic and social functioning during childhood, early adolescence, and late adolescence, and (2) associations between these premorbid functioning dimensions and a number of clinical variables. Data on premorbid functioning were collected using the Premorbid Adjustment Scale (PAS) in 95 hospitalized first-episode patients. Analyses were similar to those conducted by Allen and colleagues (2005). Deterioration was evident in both academic and social functioning from childhood to early adolescence, along with a pronounced/accelerated deterioration in academic functioning from early adolescence to late adolescence, occurring in both male and female patients. Age at onset of prodromal symptoms was predicted by childhood/early adolescent/late adolescent academic functioning scores, and age at onset of psychotic symptoms was significantly associated only with childhood academic functioning. Severity of negative symptoms was predicted by childhood and late adolescent social functioning scores, and severity of general psychopathology symptoms was predicted by late adolescent academic functioning, as well as childhood and late adolescent social functioning scores. Consistent with prior findings, deterioration in premorbid functioning appears to be more pronounced in the academic than social dimension of the PAS. Some PAS scores are predictive of ages at onset of prodrome/psychosis and severity of psychotic symptoms. Ongoing research on premorbid adjustment in schizophrenia may have implications for future prevention goals.

Ethnic identity and gender as moderators of the association between discrimination and academic adjustment among Mexican-origin adolescents.

Science.gov (United States)

Umaña-Taylor, Adriana J; Wong, Jessie J; Gonzales, Nancy A; Dumka, Larry E

2012-08-01

Existing work has identified perceived discrimination as a risk factor that may contribute to the relatively poorer academic outcomes exhibited by Mexican-origin adolescents in the U.S. The current study examined the longitudinal associations among perceived discrimination and three indices of adolescent adjustment in the school setting (i.e., grade point average, teacher reports of externalizing, adolescents' deviant peer associations) among 178 Mexican-origin adolescents (53% female). Ethnic identity affirmation was examined as a protective factor expected to reduce the negative effects of discrimination on adolescents' adjustment, and gender was examined as a potential moderator of the associations of interest. Findings indicated that the deleterious effects of discrimination on adolescents' adjustment in school were particularly salient for Mexican-origin male adolescents. Importantly, ethnic identity affirmation emerged as a protective factor for Mexican-origin male adolescents by buffering the negative effects of discrimination on their externalizing behaviors in school. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Parents' Involvement in Children's Learning in the United States and China: Implications for Children's Academic and Emotional Adjustment

OpenAIRE

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

2011-01-01

This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age = 12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every six months until the end of eighth grade. Information on children's academic and emotional adjustment was obtained. American (vs. Chinese) parents' involvement was associated less...

Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being : A synthesis of 40 years of research

NARCIS (Netherlands)

Zee, M.; Koomen, H.M.Y.

2016-01-01

This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for

Two Are Better than One: The Joint Influence of Maternal Preparedness for Parenting and Children's Self-Esteem on Academic Achievement and Adjustment

Science.gov (United States)

Farris, Jaelyn; Burke Lefever, Jennifer E.; Borkowski, John G.; Whitman, Thomas L.

2013-01-01

Research Findings: This study investigated the joint influence of maternal cognitive readiness to parent and children's self-esteem on children's academic achievement and behavioral adjustment in the classroom at age 10. Participants were 153 adolescent mothers and their firstborn children. Findings indicated that low levels of prenatal maternal…

Acculturative Experiences Among Indonesian Graduate Students in US Higher Education: Academic Shock, Adjustment, Crisis, and Resolution

Directory of Open Access Journals (Sweden)

Amirul Mukminin

2012-06-01

Full Text Available The purpose of this qualitative inquiry was to describe and understand the lived experiences of the acculturative process of Indonesian graduate students at an American public research university. The theoretical frameworks of Oberg’s (1960 Culture Shock Model and Berry and his colleagues’ (1987 and Berry’s (2006 Acculturation Stress Model were used to guide this study. Data for this study were collected through a demographic background survey, in-depth interviews, and focus group discussions with Indonesian graduate students. The demographic data were analyzed descriptively. The interviews and focus groups data were analyzed using within-case and cross-case displays and analyses (Miles and Huberman 1994. Five salient themes and sub-themes that emerged were: academic shock, adjustment, crisis, resolution, and what helps/does not help? Implications and strategies for professionals and scholars who work with international students in practice, education, and policy are discussed. In addition, strategies to promote Indonesian graduate students’ academic and social success in graduate programs are included. Suggestions for future research are also discussed.

“Like Playing With Fire Under a Hut” - You Will Get Burnt If You Do Not Adjust: Reflections of Social Work Students on Adjusting to University Life

Directory of Open Access Journals (Sweden)

Nkosinathi Sibanyoni

2014-07-01

Full Text Available High dropout rates in first year and the enculturation into the academic literacies essential in promoting a successful academic adjustment are some of the challenges faced by many students when entering a higher education institution. The study aimed to understand some of the factors that contribute to student adjustment as social work students negotiate the higher education landscape from first to second year. The study explored the views of twelve first-year and seven second-year students utilising a qualitative research design where purposive sampling was used to recruit two focus groups. The results revealed that what both sets of students recognised as beneficial to their academic adjustment were the familiarisation of context, the use of effective time management skills, and positive attitudes. However, university-driven interventions aiming at assisting first year social work students with their academic life, such as the First Year Experience (FYE, were identified as too generic and not able to meet the unique needs of the participants. Recommendations emanating from the study included the development of discipline-specific academic development programmes that encourage social and academic adjustment. Additionally, collaboration between students within professional disciplines and the use of technology-enhanced learning could facilitate student adjustment.

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

Science.gov (United States)

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

2011-06-01

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

Cultural similarity and adjustment of expatriate academics

DEFF Research Database (Denmark)

Selmer, Jan; Lauring, Jakob

2009-01-01

The findings of a number of recent empirical studies of business expatriates, using different samples and methodologies, seem to support the counter-intuitive proposition that cultural similarity may be as difficult to adjust to as cultural dissimilarity. However, it is not obvious...... and non-EU countries. Results showed that although the perceived cultural similarity between host and home country for the two groups of investigated respondents was different, there was neither any difference in their adjustment nor in the time it took for them to become proficient. Implications...

Health Behaviors and Academic Performance Among Korean Adolescents.

Science.gov (United States)

So, Eun Sun; Park, Byoung Mo

2016-06-01

This study aimed to examine the most prominent health-related behaviors impacting the academic performance of Korean adolescents. The 2012 Korea Youth Risk Behavior Web-Based Survey data were analyzed using an ordinal regression analysis after adjusting for general and other health behaviors. Before adjustment, all health behaviors were significantly associated with academic performance. After adjustment for other health behaviors and confounding factors, only smoking [odds ratio (OR) = 2.07, 95% confidence interval (CI) (1.98, 2.16), p academic performance, and engaging in a regular diet [OR = 0.65, 95% CI (0.65, 0.62), p academic performance. Regular diet, reducing smoking and alcohol drinking, and physical activity should be the target when designing health interventions for improving academic performance in Korean adolescents. Copyright © 2016. Published by Elsevier B.V.

Gender Differences in International Students' Adjustment

Science.gov (United States)

Lee, Seungcheol Austin; Park, Hee Sun; Kim, Wonsun

2009-01-01

As gender roles in the society are being rapidly redefined, female students today are showing outstanding academic prowess and pursuing higher education. The current study recruited Korean international students (n = 76) enrolled in universities in the US and examined gender differences in academic adjustment. The findings of the current study…

Sleep and academic performance in undergraduates: a multi-measure, multi-predictor approach.

Science.gov (United States)

Gomes, Ana Allen; Tavares, Jos; de Azevedo, Maria Helena P

2011-11-01

The present study examined the associations of sleep patterns with multiple measures of academic achievement of undergraduate university students and tested whether sleep variables emerged as significant predictors of subsequent academic performance when other potential predictors, such as class attendance, time devoted to study, and substance use are considered. A sample of 1654 (55% female) full-time undergraduates 17 to 25 yrs of age responded to a self-response questionnaire on sleep, academics, lifestyle, and well-being that was administered at the middle of the semester. In addition to self-reported measures of academic performance, a final grade for each student was collected at the end of the semester. Univariate analyses found that sleep phase, morningness/eveningness preference, sleep deprivation, sleep quality, and sleep irregularity were significantly associated with at least two academic performance measures. Among 15 potential predictors, stepwise multiple regression analysis identified 5 significant predictors of end-of-semester marks: previous academic achievement, class attendance, sufficient sleep, night outings, and sleep quality (R(2)=0.14 and adjusted R(2)=0.14, F(5, 1234)= 40.99, p academic achievement and the remaining sleep variables as well as the academic, well-being, and lifestyle variables lost significance in stepwise regression. Together with class attendance, night outings, and previous academic achievement, self-reported sleep quality and self-reported frequency of sufficient sleep were among the main predictors of academic performance, adding an independent and significant contribution, regardless of academic variables and lifestyles of the students.

The Role of Social Networks in the Adjustment and Academic Success of International Students: A Case Study of a University in the Southwest

Science.gov (United States)

Kisang, Benjamin

2010-01-01

This study is a qualitative investigation of the role that social networks play in the adjustment and academic success of international students. With large numbers of international students enrolled on US campuses, it is important for practitioners to prepare, understand and address their dynamic needs. Based on social network, social capital and…

Premorbid adjustment and neuropsychological performance in schizophrenia.

Science.gov (United States)

Silverstein, Marshall L; Mavrolefteros, George; Close, David

2002-01-01

To examine the relationship between premorbid adjustment and neuropsychological deficit in schizophrenia, this report examined retrospective ratings of social and school adjustment during three age epochs (childhood, early adolescence, and late adolescence) as predictors of neurocognitive performance in 61 clinically and pharmacologically stabilized schizophrenia outpatients. Results indicated greater cognitive deficits when premorbid adjustment was unfavorable, particularly for measures of attention and executive functions. Premorbid number and quality of peer relationships and psychosocial adaptation to the school environment were more closely related to neuropsychological performance during adulthood than were premorbid withdrawal and premorbid academic performance. Early onset of poor premorbid adjustment rather than deterioration from childhood to adolescence was associated with greater neuropsychological disturbance in adulthood. It is suggested that childhood onset of premorbid deficits in selective areas of social and academic adjustment appears to influence the cognitive performance seen in adult schizophrenia. This study is consistent with findings from other related reports; it extends these findings to a larger and clinically stabilized sample.

Distraction osteogenesis of ankylosed front teeth with subsequent orthodontic fine adjustment.

Science.gov (United States)

Huck, Lothar; Korbmacher, Heike; Niemeyer, Karsten; Kahl-Nieke, Bärbel

2006-07-01

Conventional therapeutic approaches to correct ankylosed anterior teeth in infraposition require compromises involving esthetics and function. The combined approach of distraction and early orthodontic fine adjustment, not yet established as a routine, promises better results concerning the bone conditions and gingival development. Both female patients had suffered a trauma to the front teeth during early mixed dentition resulting in ankylosed central incisors in infraposition. At the ages of 14 years and 2 months and 15 years and 2 months, respectively, we carried out segment distraction by means of a bone-supported internal distractor followed by orthodontic fine adjustment after having shortened the consolidation phase. Both ankylosed front teeth could be successfully aligned, leading to an increase in bone and harmonization of the gingival margin in the dental arch. At ten and 14 months after the conclusion of treatment, we observed only few deviations in the dental situation compared to posttherapeutic findings. From a functional and esthetic point of view, therapy involving combined orthodontics and surgery is superior to conventional therapy. Orthodontic fine adjustment should be considered as a continuation of the distraction procedure.

The relationship between parenting types and older adolescents' personality, academic achievement, adjustment, and substance use.

Science.gov (United States)

Weiss, L H; Schwarz, J C

1996-10-01

The purpose of the present study was to examine Baumrind's T3 conceptual framework using a multiple informant design and an older adolescent population. With 178 college students and their families as participants, the present study found many of the predicted relations between parents' child-rearing style (Authoritative, Democratic, Nondirective, Nonauthoritarian-Directive, Authoritarian-Directive, and Unengaged) and their adolescent children's behavior in the 4 domains assessed: personality, adjustment, academic achievement, and substance use. The differences between parenting types on the criterion measures were not as large as reported in Baumrind's study, and significant effects were predominantly due to the poor scores from children with Unengaged and Authoritarian-Directive parents. The results are discussed in terms of their implications for the Authoritative parenting type, the utility of using a typology, and areas for future research.

Self-concept and academic achievement: a meta-analysis of longitudinal relations.

Science.gov (United States)

Huang, Chiungjung

2011-10-01

The relation between self-concept and academic achievement was examined in 39 independent and longitudinal samples through the integration of meta-analysis and path analysis procedures. For relations with more than 3 independent samples, the mean observed correlations ranged from .20 to .27 between prior self-concept and subsequent academic achievement and from .19 to .25 between prior academic achievement and subsequent self-concept. Globality/specificity of self-concept was the only significant moderating factor in the relation between (a) prior self-concept and subsequent academic achievement and (b) prior academic achievement and subsequent self-concept. As high self-concept is related to high academic performance and vice-versa, intervention programs that combine self-enhancement and skill development should be integrated. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

[Interpersonal motivation in a First Year Experience class influences freshmen's university adjustment].

Science.gov (United States)

Nakayama, Rumiko; Nakanishi, Yoshifumi; Nagahama, Fumiyo; Nakajima, Makoto

2015-06-01

The present study examined the influence of interpersonal motivation on university adjustment in freshman students enrolled in a First Year Experience (FYE) class. An interpersonal motivation scale and a university adjustment (interpersonal adjustment and academic adjustment) scale were administered twice to 116 FYE students; data from the 88 students who completed both surveys were analyzed. Results from structural equation modeling indicated a causal relationship between interpersonal, motivation and university adjustment: interpersonal adjustment served as a mediator between academic adjustment and interpersonal motivation, the latter of which was assessed using the internalized motivation subscale of the Interpersonal Motivation Scale as well as the Relative Autonomy Index, which measures the autonomy in students' interpersonal attitudes. Thus, revising the FYE class curriculum to include approaches to lowering students' feelings of obligation and/or anxiety in their interpersonal interactions might improve their adjustment to university.

Parental Divorce and Children's Adjustment.

Science.gov (United States)

Lansford, Jennifer E

2009-03-01

This article reviews the research literature on links between parental divorce and children's short-term and long-term adjustment. First, I consider evidence regarding how divorce relates to children's externalizing behaviors, internalizing problems, academic achievement, and social relationships. Second, I examine timing of the divorce, demographic characteristics, children's adjustment prior to the divorce, and stigmatization as moderators of the links between divorce and children's adjustment. Third, I examine income, interparental conflict, parenting, and parents well-being as mediators of relations between divorce and children's adjustment. Fourth, I note the caveats and limitations of the research literature. Finally, I consider notable policies related to grounds for divorce, child support, and child custody in light of how they might affect children s adjustment to their parents divorce. © 2009 Association for Psychological Science.

Case mix-adjusted cost of colectomy at low-, middle-, and high-volume academic centers.

Science.gov (United States)

Chang, Alex L; Kim, Young; Ertel, Audrey E; Hoehn, Richard S; Wima, Koffi; Abbott, Daniel E; Shah, Shimul A

2017-05-01

Efforts to regionalize surgery based on thresholds in procedure volume may have consequences on the cost of health care delivery. This study aims to delineate the relationship between hospital volume, case mix, and variability in the cost of operative intervention using colectomy as the model. All patients undergoing colectomy (n = 90,583) at 183 academic hospitals from 2009-2012 in The University HealthSystems Consortium Database were studied. Patient and procedure details were used to generate a case mix-adjusted predictive model of total direct costs. Observed to expected costs for each center were evaluated between centers based on overall procedure volume. Patient and procedure characteristics were significantly different between volume tertiles. Observed costs at high-volume centers were less than at middle- and low-volume centers. According to our predictive model, high-volume centers cared for a less expensive case mix than middle- and low-volume centers ($12,786 vs $13,236 and $14,497, P case mix at low-volume centers, which may lead to perceived poor performance at these centers. Copyright © 2016 Elsevier Inc. All rights reserved.

The relationship between Persecution and perfectionism with Academic achievement and Burnout in medical students

Directory of Open Access Journals (Sweden)

Zahra Dasht Bozorgi

2016-04-01

Full Text Available Aims: The aim of this study was to investigate the relationship between Persecution, Maladjustment perfectionism and Adjustment perfectionism with Academic achievement and Academic Burnout among medical students. Methods: This cross-sectional and correlational study which was performed by medical students from the Medical University of Gondi Shapoor in Ahvaz in 2015. The sample group included 200 medical students who were selected by random-stratified sampling. Procrastination Assessment Scale, Perfectionism Inventory, Academic Burnout Inventory were used for collecting data. Data analysis was conducted by SPSS 20 software using Pearson correlation coefficient and Canonical Correlation Analysis. Results: The findings indicated that there is a significant relationship between the Predicting Variables (Persecution, Maladjustment perfectionism and Adjustment perfectionism and the Criteria Variables (Academic achievement and Academic Burnout. The amount of Canonical Correlation (0.91, (P<0.05 is an indication of a significant relationship between the two sets of variables. Conclusion: It can be concluded from this study that academic achievement not Academic Burnout was predicted by Persecution, Maladjustment perfectionism and adjustment perfectionism. Maladjustment perfectionism showed the greatest relationship with academic achievement. So Persecution, Maladjustment perfectionism and adjustment perfectionism can interfere with academic achievement.

Validation of the internalization of the Model Minority Myth Measure (IM-4) and its link to academic performance and psychological adjustment among Asian American adolescents.

Science.gov (United States)

Yoo, Hyung Chol; Miller, Matthew J; Yip, Pansy

2015-04-01

There is limited research examining psychological correlates of a uniquely racialized experience of the model minority stereotype faced by Asian Americans. The present study examined the factor structure and fit of the only published measure of the internalization of the model minority myth, the Internalization of the Model Minority Myth Measure (IM-4; Yoo et al., 2010), with a sample of 155 Asian American high school adolescents. We also examined the link between internalization of the model minority myth types (i.e., myth associated with achievement and myth associated with unrestricted mobility) and psychological adjustment (i.e., affective distress, somatic distress, performance difficulty, academic expectations stress), and the potential moderating effect of academic performance (cumulative grade point average). Results suggested the 2-factor model of the IM-4 had an acceptable fit to the data and supported the factor structure using confirmatory factor analyses. Internalizing the model minority myth of achievement related positively to academic expectations stress; however, internalizing the model minority myth of unrestricted mobility related negatively to academic expectations stress, both controlling for gender and academic performance. Finally, academic performance moderated the model minority myth associated with unrestricted mobility and affective distress link and the model minority myth associated with achievement and performance difficulty link. These findings highlight the complex ways in which the model minority myth relates to psychological outcomes. (c) 2015 APA, all rights reserved).

Service Innovation In Academic Libraries

DEFF Research Database (Denmark)

Scupola, Ada; Nicolajsen, Hanne Westh

2010-01-01

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

Expatriate academics

DEFF Research Database (Denmark)

Selmer, Jan; Lauring, Jakob

2011-01-01

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

Associations between different components of fitness and fatness with academic performance in Chilean youths.

Science.gov (United States)

Olivares, Pedro R; García-Rubio, Javier

2016-01-01

To analyze the associations between different components of fitness and fatness with academic performance, adjusting the analysis by sex, age, socio-economic status, region and school type in a Chilean sample. Data of fitness, fatness and academic performance was obtained from the Chilean System for the Assessment of Educational Quality test for eighth grade in 2011 and includes a sample of 18,746 subjects (49% females). Partial correlations adjusted by confounders were done to explore association between fitness and fatness components, and between the academic scores. Three unadjusted and adjusted linear regression models were done in order to analyze the associations of variables. Fatness has a negative association with academic performance when Body Mass Index (BMI) and Waist to Height Ratio (WHR) are assessed independently. When BMI and WHR are assessed jointly and adjusted by cofounders, WHR is more associated with academic performance than BMI, and only the association of WHR is positive. For fitness components, strength was the variable most associated with the academic performance. Cardiorespiratory capacity was not associated with academic performance if fatness and other fitness components are included in the model. Fitness and fatness are associated with academic performance. WHR and strength are more related with academic performance than BMI and cardiorespiratory capacity.

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

Science.gov (United States)

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

2015-09-01

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

Changes in academic adjustment and relational self-worth across the transition to middle school.

Science.gov (United States)

Ryan, Allison M; Shim, Sungok Serena; Makara, Kara A

2013-09-01

Moving from elementary to middle school is a time of great transition for many early adolescents. The present study examined students' academic adjustment and relational self-worth at 6-month intervals for four time points spanning the transition from elementary school to middle school (N = 738 at time 1; 53 % girls; 54 % African American, 46 % European American). Grade point average (G.P.A.), intrinsic value for schoolwork, self-worth around teachers, and self-worth around friends were examined at every time point. The overall developmental trajectory indicated that G.P.A. and intrinsic value for schoolwork declined. The overall decline in G.P.A. was due to changes at the transition and across the first year in middle school. Intrinsic value declined across all time points. Self-worth around teachers was stable. The developmental trends were the same regardless of gender or ethnicity except for self-worth around friends, which was stable for European American students and increased for African American students due to an ascent at the transition into middle school. Implications for the education of early adolescents in middle schools are discussed.

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

African Journals Online (AJOL)

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

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

Science.gov (United States)

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

2017-04-01

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

Systematic Observation: Relevance of This Approach in Preschool Executive Function Assessment and Association with Later Academic Skills.

Science.gov (United States)

Escolano-Pérez, Elena; Herrero-Nivela, Maria Luisa; Blanco-Villaseñor, Angel; Anguera, M Teresa

2017-01-01

Executive functions (EFs) are high-level cognitive processes that allow us to coordinate our actions, thoughts, and emotions, enabling us to perform complex tasks. An increasing number of studies have highlighted the role of EFs in building a solid foundation for subsequent development and learning and shown that EFs are associated with good adjustment and academic skills. The main objective of this study was to analyze whether EF levels in 44 Spanish children in the last year of preschool were associated with levels of literacy and math skills the following year, that is, in the first year of compulsory education. We used a multi-method design, which consisted of systematic observation to observe preschool children during play and selective methodology to assess their reading, writing, and math skills in the first year of compulsory primary education. General linear modeling was used to estimate the percentage of variability in academic skills in the first year of primary school that was explained by preschool EF abilities. The results showed that preschool EF level, together with participants and the instrument used to assess academic skills, explained 99% of the variance of subsequent academic performance. Another objective was to determine whether our findings were generalizable to the reference population. To make this determination, we estimated the optimal sample size for assessing preschool EFs. To do this, we performed a generalizability analysis. The resulting generalizability coefficient showed that our sample of 44 students was sufficient for assessing preschool EFs. Therefore, our results are generalizable to the reference population. Our results are consistent with previous reports that preschool EF abilities may be associated with subsequent literacy and math skills. Early assessment of EFs may therefore contribute to identifying children who are likely to experience later learning difficulties and guide the design of suitable interventions for the

Spherical Model Integrating Academic Competence with Social Adjustment and Psychopathology.

Science.gov (United States)

Schaefer, Earl S.; And Others

This study replicates and elaborates a three-dimensional, spherical model that integrates research findings concerning social and emotional behavior, psychopathology, and academic competence. Kindergarten teachers completed an extensive set of rating scales on 100 children, including the Classroom Behavior Inventory and the Child Adaptive Behavior…

Do Older Siblings Make a Difference? The Effects of Older Sibling Support and Older Sibling Adjustment on the Adjustment of Socially Disadvantaged Adolescents.

Science.gov (United States)

Widmer, Eric D.; Weiss, Christopher C.

2000-01-01

Examined role of support from a well-adjusted older sibling for positive adjustment of disadvantaged inner-city adolescents. Found that sibling support was nonsignificantly related to delinquency, academic success, and mental health for younger siblings. Only when accompanied by a positive image of their older sibling was support associated with…

Influence of Solo and Double Parenting on the Adjustment Problems ...

African Journals Online (AJOL)

This study investigated the influence of solo and double parenting on the adjustment problems of secondary school adolescents. Adolescents\\' adjustment problems were studied under four groups. These include social, family, personal and academic categories. The sample for the study consisted of 630 adolescents made ...

Salary adjustments

CERN Multimedia

HR Department

2008-01-01

In accordance with decisions taken by the Finance Committee and Council in December 2007, salaries are adjusted with effect from 1 January 2008. Scale of basic salaries and scale of stipends paid to fellows (Annex R A 5 and R A 6 respectively): increased by 0.71% with effect from 1 January 2008. As a result of the stability of the Geneva consumer price index, following elements do not increase: a) Family Allowance, Child Allowance and Infant Allowance (Annex R A 3). b) Reimbursement of education fees: maximum amounts of reimbursement (Annex R A 4.01) for the academic year 2007/2008. Related adjustments will be implemented, wherever applicable, to Paid Associates and Students. As in the past, the actual percentage increase of each salary position may vary, due to the application of a constant step value and the rounding effects. Human Resources Department Tel. 73566

Salary adjustments

CERN Multimedia

HR Department

2008-01-01

In accordance with decisions taken by the Finance Committee and Council in December 2007, salaries are adjusted with effect from 1 January 2008. Scale of basic salaries and scale of stipends paid to fellows (Annex R A 5 and R A 6 respectively): increased by 0.71% with effect from 1 January 2008. As a result of the stability of the Geneva consumer price index, the following elements do not increase: a)\tFamily Allowance, Child Allowance and Infant Allowance (Annex R A 3); b)\tReimbursement of education fees: maximum amounts of reimbursement (Annex R A 4.01) for the academic year 2007/2008. Related adjustments will be applied, wherever applicable, to Paid Associates and Students. As in the past, the actual percentage increase of each salary position may vary, due to the application of a constant step value and rounding effects. Human Resources Department Tel. 73566

Friendships in Middle School: Influences on Motivation and School Adjustment

Science.gov (United States)

Wentzel, Kathryn R.; Barry, Carolyn McNamara; Caldwell, Kathryn A.

2004-01-01

In this 2-year longitudinal study (n=242), the authors examined relations of having a reciprocated friend and characteristics of a reciprocated friend to students' social and academic adjustment to middle school. With respect to having a friend, 6th-grade students without friends showed lower levels of prosocial behavior, academic achievement, and…

Does Fall History Influence Residential Adjustments?

Science.gov (United States)

Leland, Natalie; Porell, Frank; Murphy, Susan L.

2011-01-01

Purpose of the study: To determine whether reported falls at baseline are associated with an older adult's decision to make a residential adjustment (RA) and the type of adjustment made in the subsequent 2 years. Design and Methods: Observations (n = 25,036) were from the Health and Retirement Study, a nationally representative sample of…

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

African Journals Online (AJOL)

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

Early exposure to media violence and later child adjustment.

Science.gov (United States)

Fitzpatrick, Caroline; Barnett, Tracie; Pagani, Linda S

2012-05-01

The extent to which early childhood exposure to violent media is associated with subsequent adverse child functioning remains disconcerting. In this study, we examine whether preschool child exposure to what parents generally characterize as violent television programming predicts a range of second-grade mental health outcomes. Participants are from the Quebec Longitudinal Study of Child Development (N = 1786). At 41 and 53 months, parents reported whether the child had viewed television shows and videos consisting of what they judged as violent content. According to parents, children watched on average 1.8 hours of mixed programming per day. Parent-reported child exposure to televised violence was associated with teacher-reported antisocial symptoms (β = 0.180, 95% confidence interval [CI]: 0.026-0.333), emotional distress (β = 0.224, 95% CI: 0.010-0.438), inattention (β = 0.349, 95% CI: 0.048-0.651), and lower global academic achievement (β = -0.127, 95% CI: -0.237-0.017) in second grade. Violent televiewing was also associated with less child-reported academic self-concept (β = -0.175, 95% CI: -0.296-0.053) and intrinsic motivation (β = -0.162, 95% CI: -0.016-0.307) in second grade. Effects remained significant after adjusting for preexisting child and family characteristics such as baseline child aggression. This prospective study suggests risks associated with early childhood violent media exposure for long-term mental health in children. These findings, suggesting diffusive relationships between early childhood violent media exposure and negative socioemotional and academic outcomes, empirically support the notion that access to early childhood violent television represents a threat to population health and should be discouraged by adult caregivers.

The Academic Publishing Industry

DEFF Research Database (Denmark)

Nell, Phillip Christopher; Wenzel, Tim Ole; Schmidt, Florian

2014-01-01

The case starts with introducing the outstanding profitability of academic journal publishers such as Elsevier and then dives into describing the research process from an idea to conducting research and to publishing the results in academic journals. Subsequently, demand and supply for scientific...... journals and papers are discussed including drivers and involved parties. Furthermore, the case describes competition between suppliers, customers, and publishers. In sum, the case study features a rich description of the industry’s many unusual attributes which allows for discussing the benefits...

Longitudinal pathways between mental health difficulties and academic performance during middle childhood and early adolescence.

Science.gov (United States)

Deighton, Jessica; Humphrey, Neil; Belsky, Jay; Boehnke, Jan; Vostanis, Panos; Patalay, Praveetha

2018-03-01

There is a growing appreciation that child functioning in different domains, levels, or systems are interrelated over time. Here, we investigate links between internalizing symptoms, externalizing problems, and academic attainment during middle childhood and early adolescence, drawing on two large data sets (child: mean age 8.7 at enrolment, n = 5,878; adolescent: mean age 11.7, n = 6,388). Using a 2-year cross-lag design, we test three hypotheses - adjustment erosion, academic incompetence, and shared risk - while also examining the moderating influence of gender. Multilevel structural equation models provided consistent evidence of the deleterious effect of externalizing problems on later academic achievement in both cohorts, supporting the adjustment-erosion hypothesis. Evidence supporting the academic-incompetence hypothesis was restricted to the middle childhood cohort, revealing links between early academic failure and later internalizing symptoms. In both cohorts, inclusion of shared-risk variables improved model fit and rendered some previously established cross-lag pathways non-significant. Implications of these findings are discussed, and study strengths and limitations noted. Statement of contribution What is already known on this subject? Longitudinal research and in particular developmental cascades literature make the case for weaker associations between internalizing symptoms and academic performance than between externalizing problems and academic performance. Findings vary in terms of the magnitude and inferred direction of effects. Inconsistencies may be explained by different age ranges, prevalence of small-to-modest sample sizes, and large time lags between measurement points. Gender differences remain underexamined. What does this study add? The present study used cross-lagged models to examine longitudinal associations in age groups (middle child and adolescence) in a large-scale British sample. The large sample size not only allows for

Relationship adjustment, depression, and anxiety during pregnancy and the postpartum period.

Science.gov (United States)

Whisman, Mark A; Davila, Joanne; Goodman, Sherryl H

2011-06-01

The associations between relationship adjustment and symptoms of depression and anxiety were evaluated in a sample of pregnant married or cohabiting women (N = 113) who were at risk for perinatal depression because of a prior history of major depression. Women completed self-report measures of relationship adjustment, depressive symptoms, and anxiety symptoms monthly during pregnancy and for the first six months following the birth of their child. Multilevel modeling was used to examine concurrent and time-lagged within-subjects effects for relationship adjustment and depressive and anxiety symptoms. Results revealed that (a) relationship adjustment was associated with both depressive symptoms and anxiety symptoms in concurrent analyses; (b) relationship adjustment was predictive of subsequent anxiety symptoms but not subsequent depressive symptoms in lagged analyses; and (c) depressive symptoms were predictive of subsequent relationship adjustment in lagged analyses with symptoms of depression and anxiety examined simultaneously. These results support the continued investigation into the cross-sectional and longitudinal associations between relationship functioning and depressive and anxiety symptoms in women during pregnancy and the postpartum period. 2011 APA, all rights reserved

Adapting Higher Education through Changes in Academic Work

Science.gov (United States)

Courtney, Kathy

2013-01-01

Internationally, changes to academic work are a response to the massification of higher education and a changed and changing higher education context. The majority of these adjustments involve a casualisation of academic work, widely characterised as being of a de-skilling nature, alongside the emergence of new, as well as changing, roles that…

Understanding academic performance of international students: the role of ethnicity, academic and social integration

NARCIS (Netherlands)

Rientjes, B.; Beausaert, S.; Grohnert, T.; Niemantsverdriet, S.; Kommers, Petrus A.M.

2012-01-01

More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of

Association of Periodontitis and Subsequent Depression

Science.gov (United States)

Hsu, Chih-Chao; Hsu, Yi-Chao; Chen, Hsuan-Ju; Lin, Che-Chen; Chang, Kuang-Hsi; Lee, Chang-Yin; Chong, Lee-Won; Kao, Chia-Hung

2015-01-01

Abstract Periodontitis is a systemic and chronic inflammatory disease associated with multiple physical conditions. Distress and depression are other problems affecting the progression of periodontitis. However, the causal relationship between depression and periodontitis has not been adequately investigated. This aim of this study was to determine the association between periodontitis and the subsequent development of depression. We identified 12,708 patients with newly diagnosed periodontitis from 2000 to 2005 and 50,832 frequency-matched individuals without periodontitis. Both groups were followed until diagnosed with depression, withdrawal from the National Health Insurance program, or the end of 2011. The association between periodontitis and depressio was analyzed using Cox proportional hazard regression models. The incidence density rate of depression was higher in the periodontitis group than in the nonperiodontitis group, with an adjusted hazard ratio of 1.73 (95% confidence interval 1.58–1.89) when adjusting for sex, age, and comorbidity. Cox models revealed that periodontitis was an independent risk factor for depression in patients, except for comorbidities of diabetes mellitus (DM), alcohol abuse, and cancer. Periodontitis may increase the risk of subsequent depression and was suggested an independent risk factor regardless of sex, age, and most comorbidities. However, DM, alcohol abuse, and cancer may prevent the development of subsequent depression because of DM treatment, the paradoxical effect of alcohol, and emotional distress to cancer, respectively. Prospective studies on the relationship between periodontitis and depression are warranted. PMID:26705230

Indirect Effects of Extracurricular Participation on Academic Adjustment via Perceived Friends’ Prosocial Norms

Science.gov (United States)

Hughes, Jan N.; Cao, Qian; Kwok, Oi-man

2016-01-01

Students who participate in extracurricular activities in middle school exhibit higher levels of academic motivation and achievement, including graduation from high school. However, the mechanisms responsible for these beneficial effects are poorly understood. Guided by the bioecological models of development, this study tested the indirect effects of participation in grade 8 in school sports or performance arts and clubs on grade 9 academic achievement, academic competence beliefs, and school belonging, via adolescents’ perceptions of their friends’ prosocial norms. Participants were 495 (45% female) ethnically diverse students (mean age at grade 8 = 13.9 years; SD =.58) who were recruited into a longitudinal study on the basis of below average literacy in grade 1. Using weighted propensity score analyses to control for potential confounders, results of longitudinal SEM found indirect effect of participation in sports, but not of participation in performance arts and clubs, on grade 9 outcomes noted above. Implications of findings for improving educational attainment of at-risk youth are discussed. PMID:27299761

College Adjustment of First Year Students: the Role of Social Anxiety

OpenAIRE

Luh Putu S. Kusumaningsih, Ruseno Arjanggi

2016-01-01

This research aims to analyze the correlation between social anxiety and college adjustment. 436 undergraduate psychology students of five universities in Central Java were involved in this study. All respondents completed a questionnaire about student adjustment to college, and social anxiety scale. Canonical correlation was conducted to analyze the data. The result showed that fear of negative evaluation correlates with academic and personal-emotional adjustment, but not with social adjustm...

Processes and conditions underlying the link between shyness and school adjustment among Turkish children.

Science.gov (United States)

Bayram Özdemir, Sevgi; Cheah, Charissa S L; Coplan, Robert J

2017-06-01

This study examined the underlying processes and conditions that contribute to the school adjustment of shy children in Turkey, where children's interpersonal relationships in social settings and academic achievement are highly emphasized. First, we examined the unique mediating roles of children's feelings of social anxiety, depressive symptoms, and loneliness in the associations between shyness and indices of school outcomes (academic achievement and school liking/avoidance). Second, we explored the moderating role of children's peer acceptance in these associations. Fourth- and fifth-grade children (N = 599; M age  = 10.11 years, SD = 0.65; 48% girls) provided information on shyness, social anxiety, depressive symptoms, loneliness, and school liking/avoidance. Head teachers in each classroom reported on students' academic performance. The peer nomination method was used to assess children's peer relationships. Results revealed that when children displayed shy behaviours, they reported more depressive symptoms that were, in turn, associated with poorer academic performance, less school liking, and higher school avoidance. Moreover, shyness negatively predicted school liking at low levels of peer acceptance, suggesting that difficulties in peer relationships increased shy children's risk of school dissatisfaction. Overall, our findings support the importance of the interpersonal relationship context for children's adjustment within the Turkish cultural context. Statement of contribution What is already known on this subject? Shy children have difficulties initiating and maintaining social interactions, which put them at risk for a wide range of socio-emotional difficulties. Shy children have poor academic performance and experience school adjustment difficulties in North America. What does this study add? Shyness is an important risk factor for poorer academic performance and adjustment among children in Turkey. The association between shyness and

Monitoring International Interest in Transnational Academic Mobility to Australia

Science.gov (United States)

Hopkins, John L.

2011-01-01

This research examines the issue of transnational academic mobility of academic staff looking at potential moves to higher education institutions in Australia. By establishing a web-based portal, attracting interested parties from around the world with information about Australian universities and subsequent career opportunities, web analytics are…

The Influence of Early Protein Energy Malnutrition on Subsequent Behavior and Intellectual Performance.

Science.gov (United States)

Gupta, Sarita

1990-01-01

Protein-energy malnutrition in early childhood, as seen in many developing countries, influences subsequent behavior and intellectual performance. These impairments are associated with further reduction in fine motor skills and academic performance. (Author)

Associations between mental disorders and subsequent onset of hypertension

Science.gov (United States)

Stein, Dan J.; Aguilar-Gaxiola, Sergio; Alonso, Jordi; Bruffaerts, Ronny; de Jonge, Peter; Liu, Zharoui; Caldas-de-Almeida, Jose Miguel; O’Neill, Siobhan; Viana, Maria Carmen; Al-Hamzawi, Ali Obaid; Angermeyer, Mattias C.; Benjet, Corina; de Graaf, Ron; Ferry, Finola; Kovess-Masfety, Viviane; Levinson, Daphna; de Girolamo, Giovanni; Florescu, Silvia; Hu, Chiyi; Kawakami, Norito; Haro, Josep Maria; Piazza, Marina; Wojtyniak, Bogdan J; Xavier, Miguel; Lim, Carmen C.W.; Kessler, Ronald C.; Scott, Kate

2013-01-01

Background Previous work has suggested significant associations between various psychological symptoms (e.g. depression, anxiety, anger, alcohol abuse) and hypertension. However, the presence and extent of associations between common mental disorders and subsequent adult onset of hypertension remains unclear. Further, there is little data available on how such associations vary by gender or over life course. Methods Data from the World Mental Health Surveys (comprising 19 countries, and 52,095 adults) were used. Survival analyses estimated associations between first onset of common mental disorders and subsequent onset of hypertension, with and without psychiatric comorbidity adjustment. Variations in the strength of associations by gender and by life course stage of onset of both the mental disorder and hypertension were investigated. Results After psychiatric comorbidity adjustment, depression, panic disorder, social phobia, specific phobia, binge eating disorder, bulimia nervosa, alcohol abuse, and drug abuse were significantly associated with subsequent diagnosis of hypertension (with ORs ranging from 1.1 to 1.6). Number of lifetime mental disorders was associated with subsequent hypertension in a dose-response fashion. For social phobia and alcohol abuse, associations with hypertension were stronger for males than females. For panic disorder, the association with hypertension was particularly apparent in earlier onset hypertension. Conclusions Depression, anxiety, impulsive eating disorders, and substance use disorders disorders were significantly associated with the subsequent diagnosis of hypertension. These data underscore the importance of early detection of mental disorders, and of physical health monitoring in people with these conditions.. PMID:24342112

College Adjustment of First Year Students: The Role of Social Anxiety

Directory of Open Access Journals (Sweden)

Ruseno Arjanggi

2016-05-01

Full Text Available This research aims to analyze the correlation between social anxiety and college adjustment. 436 undergraduate psychology students of five universities in Central Java were involved in this study. All respondents completed a questionnaire about student adjustment to college, and social anxiety scale. Canonical correlation was conducted to analyze the data. The result showed that fear of negative evaluation correlates with academic and personal-emotional adjustment, but not with social adjustment and institutional adjustment, while social avoidance and distress correlate with all of the dependent variables. This study suggests about the role of social anxiety to college adjustment. These findings investigate further discussion about appropriate intervention to address adjustment problems among college students.

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

Science.gov (United States)

Goodfellow, Stephanie; Nowicki, Stephen, Jr.

2009-01-01

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

Childhood Epilepsy, Febrile Seizures, and Subsequent Risk of ADHD.

Science.gov (United States)

Bertelsen, Elin Næs; Larsen, Janne Tidselbak; Petersen, Liselotte; Christensen, Jakob; Dalsgaard, Søren

2016-08-01

Epilepsy, febrile seizures, and attention-deficit/hyperactivity disorder (ADHD) are disorders of the central nervous system and share common risk factors. Our goal was to examine the association in a nationwide cohort study with prospective follow-up and adjustment for selected confounders. We hypothesized that epilepsy and febrile seizures were associated with subsequent ADHD. A population-based cohort of all children born in Denmark from 1990 through 2007 was followed up until 2012. Incidence rate ratios (IRRs) and 95% confidence intervals (95% CIs) for ADHD were estimated by using Cox regression analysis, comparing children with epilepsy and febrile seizure with those without these disorders, adjusted for socioeconomic and perinatal risk factors, as well as family history of neurologic and psychiatric disorders. A total of 906 379 individuals were followed up for 22 years (∼10 million person-years of observation); 21 079 individuals developed ADHD. Children with epilepsy had a fully adjusted IRR of ADHD of 2.72 (95% CI, 2.53-2.91) compared with children without epilepsy. Similarly, in children with febrile seizure, the fully adjusted IRR of ADHD was 1.28 (95% CI, 1.20-1.35). In individuals with both epilepsy and febrile seizure, the fully adjusted IRR of ADHD was 3.22 (95% CI, 2.72-3.83). Our findings indicate a strong association between epilepsy in childhood and, to a lesser extent, febrile seizure and subsequent development of ADHD, even after adjusting for socioeconomic and perinatal risk factors, and family history of epilepsy, febrile seizures, or psychiatric disorders. Copyright © 2016 by the American Academy of Pediatrics.

Psychometric analysis of the Scale of Teacher´s Perception of School Adjustment (PROF-A

Directory of Open Access Journals (Sweden)

María-Jesús Cava

2015-08-01

Full Text Available Teacher' perception of their students' school adjustment can be an important indicator of psychosocialwell-being and provide useful information for the development of interventions to improve theirpsychosocial adjustment. This is the reason why it is essential within the school adjustment to consider notonly students' academic achievement but also their level of social integration in the classroom, the qualityof their relationship with the teacher, and the level of family involvement in their education. The objectiveof this research is to provide a reliable instrument for measuring a full school adjustment and analyze itsrelationship with two important indicators of psychosocial adjustment, self-concept and attitudes towardauthority. This study involved 87 teachers who assessed the school adjustment of students (N = 2378adolescents using the PROF-A scale. Findings show that this scale consists of four factors, social integration,academic competence, family involvement, and teacher-student relationship, showing significant positivecorrelations with self-concept and positive attitudes toward authority.

An intercalated BSc degree is associated with higher marks in subsequent medical school examinations

Directory of Open Access Journals (Sweden)

Sinclair Hazel

2009-05-01

Full Text Available Abstract Background To compare medical students on a modern MBChB programme who did an optional intercalated degree with their peers who did not intercalate; in particular, to monitor performance in subsequent undergraduate degree exams. Methods This was a retrospective, observational study of anonymised databases of medical student assessment outcomes. Data were accessed for graduates, University of Aberdeen Medical School, Scotland, UK, from the years 2003 to 2007 (n = 861. The main outcome measure was marks for summative degree assessments taken after intercalating. Results Of 861 medical students, 154 (17.9% students did an intercalated degree. After adjustment for cohort, maturity, gender and baseline (3rd year performance in matching exam type, having done an IC degree was significantly associated with attaining high (18–20 common assessment scale (CAS marks in three of the six degree assessments occurring after the IC students rejoined the course: the 4th year written exam (p th year OSCE (p = 0.001 and the 5th year Elective project (p = 0.010. Conclusion Intercalating was associated with improved performance in Years 4 and 5 of the MBChB. This improved performance will further contribute to higher academic ranking for Foundation Year posts. Long-term follow-up is required to identify if doing an optional intercalated degree as part of a modern medical degree is associated with following a career in academic medicine.

The Role of Vision in Academic School Performance

Science.gov (United States)

Dirani, Mohamed; Zhang, Xiaoe; Goh, Liang Ke; Young, Terri L.; Lee, Paul; Saw, Seang Mei

2014-01-01

Purpose To determine whether presenting distance visual acuity is related to subsequent academic school performance in Singaporean children between 9 to 10 years of age. Methods Singapore children (n = 1143 children) were examined during their visits at ages 9 to 10 years (grades 3 to 4) as part of the Singapore Cohort Study of the Risk Factors for Myopia (SCORM) longitudinal study. Each child underwent an annual comprehensive eye examination, including the assessment of presenting logarithm of the minimum angle of resolution (LogMAR) distance visual acuity (VA). The individual marks of a nation-wide standard examination in grade 4 were used as the outcome measure for academic school performance. Children with any known eye disease, (such as media opacities) were excluded from the analysis. Results The mean presenting distance VA of the better eye was 0.10 and 0.08 when the children were in grades 3 and 4, respectively. There was a statistically significant difference for mean presenting VA with 9 and 10 year old boys scoring better (0.08 and 0.07) compared to girls (0.12 and 0.09) for the same ages, (p = 0.001 and p = 0.007), respectively. After adjusting for gender, ethnicity, school, reading, intelligence quotient and father’s education, no significant relationships were found between average examination marks at the end of grade 4 and presenting VA obtained (better eye and worst eye) in grade 3 (p = 0.38 and p = 0.98) and 4 (p = 0.27 and p = 0.16). Conclusion In our sample of Singaporean children without ocular disease, distance VA did not play a significant role in predicting academic school performance. PMID:20100096

Family and school influences on adolescents' adjustment: The moderating role of youth hopefulness and aspirations for the future.

Science.gov (United States)

Gerard, Jean M; Booth, Margaret Zoller

2015-10-01

Using a school-based sample of 675 adolescents, this short-term longitudinal investigation examined the relationships among individual, family, and school influences on adolescent adjustment problems. Adolescents' perceptions of school climate and their sense of connectedness to school were negatively associated with conduct problems. A significant interaction between parental academic support and adolescents' academic aspirations was detected for the total sample, boys, and White youth, indicating that parental support serves a protective function against conduct problems for students with low academic expectations. Adolescents' hopefulness, parental academic aspirations, and school connectedness were negatively associated with depression. Adolescents' hopefulness and their academic aspirations moderated associations between both family and school influences on adolescent adjustment with youth gender and race qualifying these interaction effects. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Examining reciprocal influences among family climate, school attachment, and academic self-regulation: Implications for school success.

Science.gov (United States)

Xia, Mengya; Fosco, Gregory M; Feinberg, Mark E

2016-06-01

Guided by family systems and ecological theories, this study examined the multicontextual implications of family, school, and individual domains for adolescents' school success. The first goal of this study was to examine reciprocal influences among family climate, school attachment, and academic self-regulation (ASR) during the middle school years. The second goal was to test the relative impact of each of these domains on adolescents' school adjustment and academic achievement after the transition to high school. We applied a cross-lag structural equation modeling approach to longitudinal data from 979 students in the 6th grade and their families, followed over 5 measurement occasions, from 6th through 9th grade. Controlling for family income, parent education, and adolescent gender, the results revealed reciprocal relationships between the family climate and school attachment over time; both of these factors were related to increases in ASR over time. In turn, ASR was a robust predictor of academic success, with unique associations with school adjustment and academic achievement. Family climate and school adjustment had modest to marginal associations with school adjustment, and no association with academic achievement. Applications of these findings for family school interventions are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The role of executive function in children's competent adjustment to middle school.

Science.gov (United States)

Jacobson, Lisa A; Williford, Amanda P; Pianta, Robert C

2011-01-01

Executive function (EF) skills play an important role in children's cognitive and social functioning. These skills develop throughout childhood, concurrently with a number of developmental transitions and challenges. One of these challenges is the transition from elementary into middle-level schools, which has the potential to significantly disrupt children's academic and social trajectories. However, little is known about the role of EF in children's adjustment during this transition. This study investigated the relation between children's EF skills, assessed both before and during elementary school, and sixth grade academic and social competence. In addition, the influences of the type of school setting attended in sixth grade on children's academic and behavioral outcomes were examined. EF assessed prior to and during elementary school significantly predicted sixth grade competence, as rated by teachers and parents, in both academic and social domains, after controlling for background characteristics. The interactions between type of school setting and EF skills were significant: Parents tended to report more behavioral problems and less regulatory control in children with weaker EF skills who were attending middle school. In contrast, teachers reported greater academic and behavioral difficulty in students with poorer EF attending elementary school settings. In conclusion, children's performance-based EF skills significantly affect adjustment to the academic and behavioral demands of sixth grade, with parent report suggesting greater difficulty for children with poorer EF in settings where children are provided with less external supports (e.g., middle school).

Academic performance in adolescents with delayed sleep phase.

Science.gov (United States)

Sivertsen, Børge; Glozier, Nick; Harvey, Allison G; Hysing, Mari

2015-09-01

Delayed sleep phase (DSP) in adolescence has been linked to reduced academic performance, but there are few population-based studies examining this association using validated sleep measures and objective outcomes. The youth@hordaland-survey, a large population-based study from Norway conducted in 2012, surveyed 8347 high-school students aged 16-19 years (54% girls). DSP was assessed by self-report sleep measures, and it was operationalized according to the International Classification of Sleep Disorders - Second Edition. School performance (grade point average, GPA) was obtained from official administrative registries, and it was linked individually to health data. DSP was associated with increased odds for poor school performance. After adjusting for age and gender, DSP was associated with a threefold increased odds of poor GPA (lowest quartile) [odds ratio (OR) = 2.95; 95% confidence interval (CI): 2.03-4.30], and adjustment for sociodemographics and lifestyle factors did not, or only slightly, attenuate this association. Adjustment for nonattendance at school reduced the association substantially, and in the fully adjusted model, the effect of DSP on poor academic performance was reduced to a non-significant level. Mediation analyses confirmed both direct and significant indirect effects of DSP on school performance based on school absence, daytime sleepiness, and sleep duration. Poor academic performance may reflect an independent effect of underlying circadian disruption, which in part could be mediated by school attendance, as well as daytime sleepiness and short sleep duration. This suggests that careful assessment of sleep is warranted in addressing educational difficulties. Copyright © 2015 Elsevier B.V. All rights reserved.

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

Science.gov (United States)

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

1995-04-05

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

Malaysian University Students' Attitudes to Academic Dishonesty and Business Ethics

Science.gov (United States)

Ahmad, Zauwiyah; Simun, Maimun; Mohammad, Junaini

2008-01-01

Academic dishonesty is believed to have predictive ability for subsequent behaviours in the workplace. This study adds to the literature by investigating Malaysian business students' attitudes to academic dishonesty and their attitudes to ethics issues in business. This study also explores the association between these two constructs. The form of…

Maternal socialization goals, parenting styles, and social-emotional adjustment among Chinese and European American young adults: testing a mediation model.

Science.gov (United States)

Li, Yan; Costanzo, Philip R; Putallaz, Martha

2010-01-01

The authors compared the associations among perceived maternal socialization goals (self-development, filial piety, and collectivism), perceived maternal parenting styles (authoritative, authoritarian, and training), and the social-emotional adjustment (self-esteem, academic self-efficacy, and depression) between Chinese and European American young adults. The mediation processes in which socialization goals relate to young adults' adjustment outcomes through parenting styles were examined. Results showed that European American participants perceived higher maternal self-development socialization goals, whereas Chinese participants perceived higher maternal collectivism socialization goals as well as more authoritarian parenting. Cross-cultural similarities were found in the associations between perceived maternal authoritative parenting and socioemotional adjustment (e.g., higher self-esteem and higher academic self-efficacy) across the two cultural groups. However, perceived maternal authoritarian and training parenting styles were found only to be related to Chinese participants' adjustment (e.g., higher academic self-efficacy and lower depression). The mediation analyses showed that authoritative parenting significantly mediated the positive associations between the self-development and collectivism goal and socioemotional adjustment for both cultural groups. Additionally, training parenting significantly mediated the positive association between the filial piety goal and young adults' academic self-efficacy for the Chinese group only. Findings of this study highlight the importance of examining parental socialization goals in cross-cultural parenting research.

The Importance of Friends: Friendship and Adjustment among 1st-Year University Students

Science.gov (United States)

Buote, Vanessa M.; Pancer, S. Mark; Pratt, Michael W.; Adams, Gerald; Birnie-Lefcovitch, Shelly; Polivy, Janet; Wintre, Maxine Gallander

2007-01-01

In a study of new friendships and adjustment among 1st-year university students, students at six Canadian universities completed questionnaires that assessed the quality of new friendships and adjustment during their first academic year. In-depth, face-to-face interviews about students' new friendships were conducted with a subsample of these…

African Voices on Structural Adjustment: A Companion to Our ...

International Development Research Centre (IDRC) Digital Library (Canada)

Each study appraises the performance of structural adjustment policies (SAPs) with respect to a particular sector or issue. ... It will appeal to students, professors, academics, and researchers in development, economics, and ... of CODESRIA, the Council for the Development of Social Research in Africa in Dakar, Senegal.

The Mediating Role of Psychological Adjustment between Peer Victimization and Social Adjustment in Adolescence.

Science.gov (United States)

Romera, Eva M; Gómez-Ortiz, Olga; Ortega-Ruiz, Rosario

2016-01-01

There is extensive scientific evidence of the serious psychological and social effects that peer victimization may have on students, among them internalizing problems such as anxiety or negative self-esteem, difficulties related to low self-efficacy and lower levels of social adjustment. Although a direct relationship has been observed between victimization and these effects, it has not yet been analyzed whether there is a relationship of interdependence between all these measures of psychosocial adjustment. The aim of this study was to examine the relationship between victimization and difficulties related to social adjustment among high school students. To do so, various explanatory models were tested to determine whether psychological adjustment (negative self-esteem, social anxiety and social self-efficacy) could play a mediating role in this relationship, as suggested by other studies on academic adjustment. The sample comprised 2060 Spanish high school students (47.9% girls; mean age = 14.34). The instruments used were the scale of victimization from European Bullying Intervention Project Questionnaire , the negative scale from Rosenberg Self-Esteem Scale, Social Anxiety Scale for Adolescents and a general item about social self-efficacy, all of them self-reports. Structural equation modeling was used to analyze the data. The results confirmed the partial mediating role of negative self-esteem, social anxiety and social self-efficacy between peer victimization and social adjustment and highlight the importance of empowering victimized students to improve their self-esteem and self-efficacy and prevent social anxiety. Such problems lead to the avoidance of social interactions and social reinforcement, thus making it difficult for these students to achieve adequate social adjustment.

The Mediating Role of Psychological Adjustment between Peer Victimization and Social Adjustment in Adolescence

Directory of Open Access Journals (Sweden)

Eva M. Romera

2016-11-01

Full Text Available There is extensive scientific evidence of the serious psychological and social effects that peer victimization may have on students, among them internalizing problems such as anxiety or negative self-esteem, difficulties related to low self-efficacy and lower levels of social adjustment. Although a direct relationship has been observed between victimization and these effects, it has not yet been analyzed whether there is a relationship of interdependence between all these measures of psychosocial adjustment. The aim of this study was to examine the relationship between victimization and difficulties related to social adjustment among high school students. To do so, various explanatory models were tested to determine whether psychological adjustment (negative self-esteem, social anxiety and social self-efficacy could play a mediating role in this relationship, as suggested by other studies on academic adjustment. The sample comprised 2060 Spanish high school students (47.9% girls; mean age = 14.34. The instruments used were the scale of victimization from European Bullying Intervention Project Questionnaire, the negative scale from Rosenberg Self-Esteem Scale, Social Anxiety Scale for Adolescents and a general item about social self-efficacy, all of them self-reports. Structural equation modeling was used to analyze the data. The results confirmed the partial mediating role of negative self-esteem, social anxiety and social self-efficacy between peer victimization and social adjustment and highlight the importance of empowering victimized students to improve their self-esteem and self-efficacy and prevent social anxiety. Such problems lead to the avoidance of social interactions and social reinforcement, thus making it difficult for these students to achieve adequate social adjustment.

Relationship between academic performance and affective changes during the first year at medical school.

Science.gov (United States)

Del-Ben, Cristina Marta; Machado, Vanessa Foresto; Madisson, Mariani Mendes; Resende, Tamara Lovatto; Valério, Fernando Passador; Troncon, Luiz Ernesto De Almeida

2013-05-01

Entering medical school may be associated with changes in the students' life, which can affect academic motivation and impair academic performance. This work aimed at measuring longitudinally academic motivation, anxiety, depression and social adjustment in first-year medical students and determining the relationships between these variables and academic performance, as measured mainly by grades on regular exams. Eighty-five first-year medical students (age: 17-25 years) were included after giving informed consent. Beck's Anxiety (BAI) and Beck's Depression (BDI) Inventories, the self-reported Social Adjustment Scale (SAS-SR) and the Academic Motivation Scale (AMS) were applied two months after admission and at the end of the academic year. BAI scores increased throughout the year (7.3 ± 6.6 versus 28.8 ± 6.7; p 0.10). SAS-SR subscales scores remained stable, except for a decreasing pattern for leisure/social life (1.8 ± 0.4 versus 2.1 ± 0.4; p motivation to know (22.2 ± 4.5 versus 19.7 ± 5.5; p academic performance and the global scores for any of the scales except for the SAS-SR subscale for academic life (r = -0.48, p academic year, first-year medical students showed increased anxiety, decreased academic motivation and a maladjusted leisure/social life, which however does not seem to affect academic achievement.

A Pilot Examination of Differences in College Adjustment Stressors and Depression and Anxiety Symptoms between White, Hispanic and White, Non-Hispanic Female College Students

Science.gov (United States)

Holliday, Ryan; Anderson, Elizabeth; Williams, Rush; Bird, Jessica; Matlock, Alyse; Ali, Sania; Edmondson, Christine; Morris, E. Ellen; Mullen, Kacy; Surís, Alina

2016-01-01

Differences in four adjustment stressors (family, interpersonal, career, and academic), and depression and anxiety symptoms were examined between White, non-Hispanic and White, Hispanic undergraduate college female students. White, Hispanic female college students reported significantly greater academic and family adjustment stressors than White,…

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

Science.gov (United States)

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

2016-12-15

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

The relationship between school absence, academic performance, and asthma status.

Science.gov (United States)

Moonie, Sheniz; Sterling, David A; Figgs, Larry W; Castro, Mario

2008-03-01

Children with asthma experience more absenteeism from school compared with their nonasthma peers. Excessive absenteeism is related to lower student grades, psychological, social, and educational adjustment. Less is known about the relationship between the presence of asthma and the academic achievement in school-aged children. Since students with asthma miss more days from school, this may negatively impact their academic achievement. The goal of this study was to investigate the relationships between absenteeism, presence of asthma, and asthma severity level with standardized test level performance in a predominantly African American urban school district. A cross-sectional analysis was conducted of 3812 students (aged 8-17 years) who took the Missouri Assessment Program (MAP) standardized test during the 2002-2003 academic year. After adjustment for covariates, a significant inverse relationship was found between absenteeism and test level performance on the MAP standardized test in all children (F = 203.9, p achievement between those with and without asthma (p = .12). Though not statistically different, those with persistent asthma showed a modestly increased likelihood of scoring below Nearing Proficient compared with those with mild intermittent asthma (adjusted odds ratio = 1.93, 95% confidence intervals = 0.93-4.01, p = .08). A negative impact of absenteeism on standardized test level achievement was demonstrated in children from an urban African American school district. Children with asthma perform the same academically as their nonasthma peers. However, those with persistent asthma show a trend of performing worse on MAP standardized test scores and have more absence days compared with other students. More research is warranted on the effects of persistent asthma on academic achievement.

Adjustments to financial and social benefits

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HR Department

2009-01-01

In accordance with decisions taken by the Finance Committee and Council in December 2008, certain financial and social benefits will be adjusted with effect from 1st January 2009. An increase of 2.7% will be applied to the scale of basic salaries and the scale of stipends paid to Fellows (Annexes R A 5 and R A 6 of the Staff Rules and Regulations, respectively). As a result of the evolution of the Geneva consumer price index, the following financial elements will increase by 3.2%: a) Family Allowance, Child Allowance and Infant Allowance (Annex R A 3 of the Staff Rules and Regulations) b) Payment of education fees: payment ceilings (Annex R A 4 of the Staff Rules and Regulations) for the academic year 2008/2009. As a result of the evolution of the Geneva consumer price index, adjustments will be applied to the subsistence allowances of Paid Associates and Students. The adjusted amounts are available in Departmental Secretariats. Human Resources Department Tel. 70674

Factors That Contribute to the Adjustment of International Students

Science.gov (United States)

Mesidor, Jean Kesnold; Sly, Kaye F.

2016-01-01

Leaving home to attend college is an important milestone for college students. However, the transition from home to college can be challenging, especially for students studying abroad. In this article, the authors explore factors that contribute to the academic, cultural, social, and psychological adjustments of international students. Adjustment…

Parental Attachment Anxiety and Avoidance Predicting Child's Anxiety and Academic Efficacy in Middle Childhood

Directory of Open Access Journals (Sweden)

Nebi Sümer

2015-04-01

Full Text Available Previous work has documented that attachment security is systematically linked with child adjustment and academic competence. This study aims to examine the associations between parents' own report of anxious and avoidant attachment and their children's report of trait anxiety and academic self-efficacy in math and Turkish literature courses. Mothers (N=1539 and fathers (N=1436 from four cities in Turkey, separately completed the measures of attachment orientations, and their children (N=1877, attending 4th and 5th grades, completed the measures of trait anxiety and academic self-concept on math and literature courses in their school. Regression analyses showed that whereas mother attachment anxiety predicted boys' trait anxiety, father attachment avoidance predicted girls' anxiety. In predicting academic self-efficacy, mother attachment avoidance predicted their son's and father attachment anxiety predicted their daughter's academic self-efficacy in both math and literature courses. Our results confirmed the importance of having a warm and secure romantic attachment between spouses in marriage, not only for their relationship satisfaction and happiness, but also for their children's emotional adjustment and academic competence.

The Role of Executive Function in Children’s Competent Adjustment to Middle School

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Jacobson, Lisa A.; Williford, Amanda P.; Pianta, Robert C.

2012-01-01

Executive function (EF) skills play an important role in children’s cognitive and social functioning. These skills develop throughout childhood, concurrently with a number of developmental transitions and challenges. One of these challenges is the transition from elementary into middle-level schools, which has the potential to significantly disrupt children’s academic and social trajectories. However, little is known about the role of EF in children’s adjustment during this transition. This study investigated the relation between children’s EF skills, assessed both before and during elementary school, and sixth grade academic and social competence. In addition, the influences of the type of school setting attended in sixth grade on children’s academic and behavioral outcomes were examined. EF assessed prior to and during elementary school significantly predicted sixth grade competence, as rated by teachers and parents, in both academic and social domains, after controlling for background characteristics. The interactions between type of school setting and EF skills were significant: parents tended to report more behavioral problems and less regulatory control in children with weaker EF skills who were attending middle school. In contrast, teachers reported greater academic and behavioral difficulty in students with poorer EF attending elementary school settings. In conclusion, children’s performance-based EF skills significantly affect adjustment to the academic and behavioral demands of sixth grade, with parent report suggesting greater difficulty for children with poorer EF in settings where children are provided with less external supports (e.g., middle school). PMID:21246422

Longitudinal Test of a Social Cognitive Model of Academic and Life Satisfaction

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Singley, Daniel B.; Lent, Robert W.; Sheu, Hung-Bin

2010-01-01

The authors tested a social cognitive model of academic and overall life satisfaction in a sample of 769 university students. The predictors, drawn from Lent's unifying perspective on well-being and psychosocial adjustment, included social cognitive (academic self-efficacy, goal progress, social support) and personality (trait positive affect)…

49 CFR 1135.1 - Quarterly adjustment.

Science.gov (United States)

2010-10-01

... subsequent amendments thereto. In addition, the AAR shall calculate the productivity-adjusted RCAF as..., the Association of American Railroads (AAR) shall calculate and file with the Board by the fifth day... all-inclusive index of railroad costs and calculate and file the RCAF unadjusted for changes in...

Factors Moderating the Relationship Between Childhood Trauma and Premorbid Adjustment in First-Episode Schizophrenia.

Science.gov (United States)

Kilian, S; Burns, J K; Seedat, S; Asmal, L; Chiliza, B; Du Plessis, S; Olivier, M R; Kidd, M; Emsley, R

2017-01-01

Childhood trauma is a recognised risk factor for schizophrenia. It has been proposed that childhood trauma interferes with normal neurodevelopment, thereby establishing a biological vulnerability to schizophrenia. Poor premorbid adjustment is frequently a precursor to schizophrenia, and may be a manifestation of neurodevelopmental compromise. We investigated the relationship between childhood trauma and premorbid adjustment in 77 patients with first-episode schizophrenia spectrum disorders. We also investigated possible mediating roles for other selected risk factors in the relationship. We found several significant correlations between different trauma types and both social and academic premorbid adjustment from childhood to late adolescence. There were no significant moderating effects for family history of schizophrenia or family history of psychiatric disorder. History of obstetric complications, substance abuse and poor motor coordination weakened some of the associations between childhood trauma and premorbid adjustment, while poor sequencing of motor acts strengthened the association. Our results confirm previous studies indicating an association between childhood trauma and premorbid adjustment. Results indicate a general rather than specific association, apparent with different types of trauma, and affecting both social and academic components of premorbid adjustment across childhood, early and late adolescence. Further, our results suggest a complex interplay of various risk factors, supporting the notion of different pathways to psychosis.

Academic trajectories of newcomer immigrant youth.

Science.gov (United States)

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

2010-05-01

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

Induced abortion and subsequent pregnancy duration

DEFF Research Database (Denmark)

Zhou, Wei Jin; Sørensen, Henrik Toft; Olsen, Jørn

1999-01-01

OBJECTIVE: To examine whether induced abortion influences subsequent pregnancy duration. METHODS: Women who had their first pregnancies during 1980, 1981, and 1982 were identified in three Danish national registries. A total of 15,727 women whose pregnancies were terminated by first-trimester ind......OBJECTIVE: To examine whether induced abortion influences subsequent pregnancy duration. METHODS: Women who had their first pregnancies during 1980, 1981, and 1982 were identified in three Danish national registries. A total of 15,727 women whose pregnancies were terminated by first......-trimester induced abortions were compared with 46,026 whose pregnancies were not terminated by induced abortions. All subsequent pregnancies until 1994 were identified by register linkage. RESULTS: Preterm and post-term singleton live births were more frequent in women with one, two, or more previous induced...... abortions. After adjusting for potential confounders and stratifying by gravidity, the odds ratios of preterm singleton live births in women with one, two, or more previous induced abortions were 1.89 (95% confidence interval [CI] 1.70, 2.11), 2.66 (95% CI 2.09, 3.37), and 2.03 (95% CI 1.29, 3...

Adjustment to College in Nonresidential First-Year Students: The Roles of Stress, Family, and Coping

Science.gov (United States)

Gefen, Dalia R.; Fish, Marian C.

2013-01-01

This study explored factors related to college adjustment in nonresidential first-year students. It was hypothesized that stress, family functioning, and coping strategies would predict academic, personal-emotional, and social adjustment in addition to institutional attachment. The sample comprised 167 first-year college students (ages 18-23)…

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

Science.gov (United States)

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

2016-05-01

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

Psychosocial Adjustment over a Two-Year Period in Children Referred for Learning Problems: Risk, Resilience, and Adaptation.

Science.gov (United States)

Sorensen, Lisa G.; Forbes, Peter W.; Bernstein, Jane H.; Weiler, Michael D.; Mitchell, William M.; Waber, Deborah P.

2003-01-01

A 2-year study evaluated the relationship among psychosocial adjustment, changes in academic skills, and contextual factors in 100 children (ages 7-11) with learning problems. Contextual variables were significantly associated with psychosocial adaptation, including the effectiveness of the clinical assessment, extent of academic support, and the…

Personality traits associated with intrinsic academic motivation in medical students.

Science.gov (United States)

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

2009-04-01

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

34 CFR 200.19 - Other academic indicators.

Science.gov (United States)

2010-07-01

... “adjusted cohort” means the students who enter grade 9 (or the earliest high school grade) and any students who transfer into the cohort in grades 9 through 12 minus any students removed from the cohort. (A... EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED Improving...

Adjustment outcomes of immigrant children and youth in Europe : A meta-analysis

NARCIS (Netherlands)

Dimitrova, Radosveta; Chasiotis, A.; van de Vijver, F.J.R.

2016-01-01

Compared to natives, immigrants have been reported to display either more (migration morbidity) or fewer (immigrant paradox) adjustment problems. We examined these two perspectives using a meta-analysis from 51 studies (N = 224,197), reporting internalizing, externalizing, and academic outcomes

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

Science.gov (United States)

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

2017-05-01

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

Factors Impacting the Psychological Adjustment of Saudi Arabian International Students in the United States: Self-Esteem, Social Support, and Discrimination

Science.gov (United States)

Rundles, Kyle

2013-01-01

International populations face difficulties adjusting to a new culture. This is especially true for international students, who have to adjust to a new country and face academic demands concurrently. Research has explored various factors that impact psychological adjustment of international students and show the influence of self-esteem and social…

Girls’ childhood trajectories of disruptive behavior predict adjustment problems in early adolescence

Science.gov (United States)

van der Molen, Elsa; Blokland, Arjan A. J.; Hipwell, Alison E.; Vermeiren, Robert R.J.M.; Doreleijers, Theo A.H.; Loeber, Rolf

2014-01-01

Background It is widely recognized that early onset of disruptive behavior is linked to a variety of detrimental outcomes in males later in life. In contrast, little is known about the association between girls’ childhood trajectories of disruptive behavior and adjustment problems in early adolescence. Methods The current study used 9 waves of data from the ongoing Pittsburgh Girls Study. A semi-parametric group based model was used to identify trajectories of disruptive behavior in 1,513 girls from age 6 to 12 years. Adjustment problems were characterized by depression, self-harm, PTSD, substance use, interpersonal aggression, sexual behavior, affiliation with delinquent peers, and academic achievement at ages 13 and 14. Results Three trajectories of childhood disruptive behavior were identified: low, medium, and high. Girls in the high group were at increased risk for depression, self-harm, PTSD, illegal substance use, interpersonal aggression, early and risky sexual behavior, and lower academic achievement. The likelihood of multiple adjustment problems increased with trajectories reflecting higher levels of disruptive behavior. Conclusion Girls following the high childhood trajectory of disruptive behavior require early intervention programs to prevent multiple, adverse outcomes in adolescence and further escalation in adulthood. PMID:25302849

The academic penalty for gaining weight: a longitudinal, change-in-change analysis of BMI and perceived academic ability in middle school students.

Science.gov (United States)

Kenney, E L; Gortmaker, S L; Davison, K K; Bryn Austin, S

2015-09-01

Worse educational outcomes for obese children regardless of academic ability may begin early in the life course. This study tested whether an increase in children's relative weight predicted lower teacher- and child-perceived academic ability even after adjusting for standardized test scores. Three thousand three hundred and sixty-two children participating in the Early Childhood Longitudinal Study-Kindergarten Cohort were studied longitudinally from fifth to eighth grade. Heights, weights, standardized test scores in maths and reading, and teacher and self-ratings of ability in maths and reading were measured at each wave. Longitudinal, within-child linear regression models estimated the impact of a change in body mass index (BMI) z-score on change in normalized teacher and student ratings of ability in reading and maths, adjusting for test score. A change in BMI z-score from fifth to eighth grade was not independently associated with a change in standardized test scores. However, adjusting for standardized test scores, an increasing BMI z-score was associated with significant reductions in teacher's perceptions of girls' ability in reading (-0.12, 95% confidence interval (CI): -0.23, -0.03, P=0.03) and boys' ability in math (-0.30, 95% CI: -0.43, -0.17, Pmaths ability (-0.47, 95% CI: -0.83, -0.11, P=0.01). From fifth to eighth grade, increase in BMI z-score was significantly associated with worsening teacher perceptions of academic ability for both boys and girls, regardless of objectively measured ability (standardized test scores). Future research should examine potential interventions to reduce bias and promote positive school climate.

A population-based cohort study of the effect of Caesarean section on subsequent fertility.

Science.gov (United States)

Gurol-Urganci, I; Cromwell, D A; Mahmood, T A; van der Meulen, J H; Templeton, A

2014-06-01

Is there an association between Caesarean section and subsequent fertility? There is no or only a slight effect of Caesarean section on future fertility. Previous studies have reported that delivery by a Caesarean section is associated with fewer subsequent pregnancies and longer inter-pregnancy intervals. The interpretation of these findings is difficult because of significant weaknesses in study designs and analytical methods, notably the potential effect of the indication for Caesarean section on subsequent delivery. Retrospective cohort study of 1 047 644 first births to low-risk women using routinely collected, national administrative data of deliveries in English maternity units between 1 April 2000 and 31 March 2012. Primiparous women aged 15-40 years who had a singleton, term, live birth in the English National Health Service were included. Women with high-risk pregnancies involving placenta praevia, pre-eclampsia, eclampsia (gestational or pre-existing), hypertension or diabetes were excluded from the main analysis. Kaplan-Meier analyses and Cox proportional hazard models were used to assess the effect of mode of delivery on time to subsequent birth, adjusted for age, ethnicity, socio-economic deprivation and year of index delivery. Among low-risk primiparous women, 224 024 (21.4%) were delivered by Caesarean section. The Kaplan-Meier estimate of the subsequent birth rate at 10 years for the cohort was 74.7%. Compared with vaginal delivery, subsequent birth rates were marginally lower after elective Caesarean for breech (adjusted hazard ratio, HR 0.96, 95% CI 0.94-0.98). Larger effects were observed after elective Caesarean for other indications (adjusted HR 0.81, 95% CI 0.78-0.83), and emergency Caesarean (adjusted HR 0.91, 95% CI 0.90-0.93). The effect was smallest for elective Caesarean for breech, and this was not statistically significant in women younger than 30 years of age (adjusted HR 0.98, 95% CI 0.96-1.01). We used birth cohorts from maternity

Supporting research in area studies a guide for academic libraries

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Pitman, Lesley

2015-01-01

Supporting Research in Area Studies: A Guide for Academic Libraries focuses on the study of other countries or regions of the world, crossing traditional disciplinary boundaries in the humanities and social sciences. The book provides a comprehensive guide for academic libraries supporting communities of researchers, exploring the specialist requirements of these researchers in information resources, resource discovery tools, information skills, and the challenges of working with materials in multiple languages. The book makes the case that adapting systems and procedures to meet these needs will help academic libraries be better placed to support their institutions' international agenda. Early chapters cover the academic landscape, its history, area studies, librarianship, and acquisitions. Subsequent chapters discuss collections management, digital products, and the digital humanities, and their role in academic projects, with final sections exploring information skills and the various disciplinary skills t...

Early Childhood Lead Exposure and Academic Achievement: Evidence From Detroit Public Schools, 2008–2010

Science.gov (United States)

Baker, Harolyn W.; Tufts, Margaret; Raymond, Randall E.; Salihu, Hamisu; Elliott, Michael R.

2013-01-01

Objectives. We assessed the long-term effect of early childhood lead exposure on academic achievement in mathematics, science, and reading among elementary and junior high school children. Methods. We linked early childhood blood lead testing surveillance data from the Detroit Department of Health and Wellness Promotion to educational testing data from the Detroit, Michigan, public schools. We used the linked data to investigate the effect of early childhood lead exposure on academic achievement among school-aged children, both marginally and adjusted for grade level, gender, race, language, maternal education, and socioeconomic status. Results. High blood lead levels before age 6 years were strongly associated with poor academic achievement in grades 3, 5, and 8. The odds of scoring less than proficient for those whose blood lead levels were greater than 10 micrograms per deciliter were more than twice the odds for those whose blood lead levels were less than 1 micrograms per deciliter after adjustment for potential confounders. Conclusions. Early childhood lead exposure was negatively associated with academic achievement in elementary and junior high school, after adjusting for key potential confounders. The control of lead poisoning should focus on primary prevention of lead exposure in children and development of special education programs for students with lead poisoning. PMID:23327265

Diagnostic Risk Adjustment for Medicaid: The Disability Payment System

Science.gov (United States)

Kronick, Richard; Dreyfus, Tony; Lee, Lora; Zhou, Zhiyuan

1996-01-01

This article describes a system of diagnostic categories that Medicaid programs can use for adjusting capitation payments to health plans that enroll people with disability. Medicaid claims from Colorado, Michigan, Missouri, New York, and Ohio are analyzed to demonstrate that the greater predictability of costs among people with disabilities makes risk adjustment more feasible than for a general population and more critical to creating health systems for people with disability. The application of our diagnostic categories to State claims data is described, including estimated effects on subsequent-year costs of various diagnoses. The challenges of implementing adjustment by diagnosis are explored. PMID:10172665

Transfer adjustment experiences of underrepresented students of color in the sciences

Science.gov (United States)

Chang, June C.

Two-year colleges have long served as the starting point for many students in higher education and particularly those of underrepresented backgrounds. In recent years, these institutions have been called upon to help address the high attrition rates facing the science and mathematics disciplines by promoting interest development and transfer of underrepresented students in these fields. This study examined the adjustment experiences of underrepresented students of color after transferring from community colleges to a four-year university in the sciences. By employing qualitative interviews with students of African, Latino, Pacific Island, and Southeast Asian descent, students' perceptions of the sciences at the two- and four-year campus, adjustment process, and benefits and detriments of taking the transfer route were the focus of this research. The findings show that transfer students experience a very different science culture at each institutional type in terms of pedagogy and curriculum and interactions with classmates and faculty. While students witnessed a collaborative science culture at the community college, they faced a highly competitive and individualistic environment at the university. The greater the difference encountered, the more difficult were students' adjustment. Adjustment was aided in two primary ways: socialization experiences before transferring and the development of common identity groups with other students who shared similar backgrounds, goals, and struggles. These groups formed organically at the two-year college but were more difficult to forge at the university. When present, however, they served as niches, sites of validation, and counter spaces within the larger university setting. It appears that starting at the community college benefited most participants by providing a nurturing environment that fostered their commitment to science. Some students felt that they would have been dissuaded from pursuing their majors had they only

Meaning in life as a mediator of ethnic identity and adjustment among adolescents from Latin, Asian, and European American backgrounds.

Science.gov (United States)

Kiang, Lisa; Fuligni, Andrew J

2010-11-01

Establishing a sense of life meaning is a primary facet of well-being, yet is understudied in adolescent development. Using data from 579 adolescents (53% female) from Latin American, Asian, and European backgrounds, demographic differences in meaning in life, links with psychological and academic adjustment, and the role of meaning in explaining associations between ethnic identity and adjustment were examined. Although no generational or gender differences were found, Asian Americans reported higher search for meaning than Latin and European Americans. Presence of meaning was positively associated with self-esteem, academic adjustment, daily well-being, and ethnic belonging and exploration, whereas search for meaning was related to lower self-esteem and less stability in daily well-being. Presence of meaning mediated associations between ethnic identity and adjustment, explaining 28-52% of ethnic identity's protective effect on development. Ethnic identity thus appears to affect adjustment, in part, through its role in fostering a positive sense of meaning in adolescents' lives.

Gender Differences in Academic Medicine: Retention, Rank, and Leadership Comparisons From the National Faculty Survey.

Science.gov (United States)

Carr, Phyllis L; Raj, Anita; Kaplan, Samantha E; Terrin, Norma; Breeze, Janis L; Freund, Karen M

2018-01-30

Prior studies have found that women in academic medicine do not advance or remain in their careers in parity with men. The authors examined a national cohort of faculty from the 1995 National Faculty Survey to identify predictors of advancement, retention, and leadership for women faculty. The authors followed 1,273 faculty at 24 medical schools in the continental United States for 17 years to identify predictors of advancement, retention, and leadership for women faculty. Schools were balanced for public or private status and the four Association of American Medical Colleges geographic regions. The authors used regression models to adjust for covariates: seniority, department, academic setting, and race/ethnicity. After adjusting for significant covariates women were less likely than men to achieve the rank of professor (OR = 0.57; 95% CI, 0.43-0.78) or to remain in academic careers (OR = 0.68; 95% CI, 0.49-0.94). When number of refereed publications were added to the model, differences by gender in retention and attainment of senior rank were no longer significant. Male faculty were more likely to hold senior leadership positions after adjusting for publications (OR = 0.49; 95% CI, 0.35-0.69). Gender disparities in rank, retention, and leadership remain across the career trajectories of the faculty cohort in this study. Women were less likely to attain senior-level positions than men, even after adjusting for publication-related productivity. Institutions must examine the climate for women to ensure their academic capital is fully utilized and equal opportunity exists for leadership.

The Relations of Migrant Status and Parenting to Chinese Adolescents' Adjustment

Science.gov (United States)

Zhang, Guangzhen; Eisenberg, Nancy; Liang, Zongbao; Li, Yi; Deng, Huihua

2017-01-01

The main goals of the present study were (a) to compare Chinese migrant and nonmigrant adolescents on mean levels of parenting, positive adjustment, and academic functioning, and to assess whether socioeconomic status (SES) accounted for any obtained differences, (b) to examine whether the relations of SES and migrant status to youths' positive…

Are Students Really Connected? Predicting College Adjustment from Social Network Usage

Science.gov (United States)

Raacke, John; Bonds-Raacke, Jennifer

2015-01-01

The rapid growth in popularity of social networking sites has spurred research exploring the impact of usage in a variety of areas. The current study furthered this line of research by examining the relationships between social network usage and adjustment to college in the academic, social, personal-emotional and university affiliation domains.…

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

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Macarena M. Aguilar

2015-08-01

Full Text Available OBJECTIVE: The purpose of this study was twofold: to analyze the association between physical fitness and academic attainment, and to determine the influence of screen time on the association between physical fitness and academic attainment.METHODS: A cross-sectional study including 395 schoolchildren from seven schools of the Maule Region, Chile (mean age 12.1 years; 50.4% boys participated in the autumn of 2014 (March to June. Self-reported physical activity and screen time were evaluated. The study measured academic achievement (mean of the grades obtained in several core subjects, physical fitness (cardiorespiratory fitness and muscular strength, weight, height, parental education, and socioeconomic status. Linear regression analysis was used to analyze the relationships between physical fitness and academic attainment after adjusting for potential confounders by gender. Analysis of variance was used to analyze the differences in academic attainment according to fitness and screen time categories (< 2 hours/day and ≥ 2 hours/day.RESULTS: In both genders good cardiorespiratory fitness levels were associated with high language (ß = 0.272-0.153 and mean academic attainment (ß = 0.192-0.156 grades; however, after adjusting for screen time and other potential confounders, these associations disappear. Similarly, no relationship was observed after analyzing those children who spend more hours of screen time (≥ 2 hours/day.CONCLUSIONS: Academic attainment is associated with higher cardiorespiratory fitness levels; however, it was weakly impaired by screen time. These findings seem to suggest that parents and policymakers should minimize the negative effects of screen time on children's lives to maximize the beneficial effect of healthy habits on academic attainment.

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

Science.gov (United States)

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

2015-01-01

The purpose of this study was twofold: to analyze the association between physical fitness and academic attainment, and to determine the influence of screen time on the association between physical fitness and academic attainment. A cross-sectional study including 395 schoolchildren from seven schools of the Maule Region, Chile (mean age 12.1 years; 50.4% boys) participated in the autumn of 2014 (March to June). Self-reported physical activity and screen time were evaluated. The study measured academic achievement (mean of the grades obtained in several core subjects), physical fitness (cardiorespiratory fitness and muscular strength), weight, height, parental education, and socioeconomic status. Linear regression analysis was used to analyze the relationships between physical fitness and academic attainment after adjusting for potential confounders by gender. Analysis of variance was used to analyze the differences in academic attainment according to fitness and screen time categories (< 2 hours/day and ≥ 2 hours/day). In both genders good cardiorespiratory fitness levels were associated with high language (β=0.272-0.153) and mean academic attainment (β=0.192-0.156) grades; however, after adjusting for screen time and other potential confounders, these associations disappear. Similarly, no relationship was observed after analyzing those children who spend more hours of screen time (≥ 2 hours/day). Academic attainment is associated with higher cardiorespiratory fitness levels; however, it was weakly impaired by screen time. These findings seem to suggest that parents and policymakers should minimize the negative effects of screen time on children's lives to maximize the beneficial effect of healthy habits on academic attainment. Copyright © 2015 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

Language (In)competency, Communication Strategies, and the Development of an International Academic Teacher Identity: Becoming an Audible Minority

Science.gov (United States)

McAllum, Kirstie

2017-01-01

Despite universities' enthusiasm for internationalization, international academic mobility requires considerable institutional and cultural adjustment in terms of teaching and supervision styles, research expectations, and departmental relationships. Although language competency underpins these practices, research on international academics has…

Spanish validation of the Premorbid Adjustment Scale (PAS-S).

Science.gov (United States)

Barajas, Ana; Ochoa, Susana; Baños, Iris; Dolz, Montse; Villalta-Gil, Victoria; Vilaplana, Miriam; Autonell, Jaume; Sánchez, Bernardo; Cervilla, Jorge A; Foix, Alexandrina; Obiols, Jordi E; Haro, Josep Maria; Usall, Judith

2013-02-01

The Premorbid Adjustment Scale (PAS) has been the most widely used scale to quantify premorbid status in schizophrenia, coming to be regarded as the gold standard of retrospective assessment instruments. To examine the psychometric properties of the Spanish version of the PAS (PAS-S). Retrospective study of 140 individuals experiencing a first episode of psychosis (n=77) and individuals who have schizophrenia (n=63), both adult and adolescent patients. Data were collected through a socio-demographic questionnaire and a battery of instruments which includes the following scales: PAS-S, PANSS, LSP, GAF and DAS-sv. The Cronbach's alpha was performed to assess the internal consistency of PAS-S. Pearson's correlations were performed to assess the convergent and discriminant validity. The Cronbach's alpha of the PAS-S scale was 0.85. The correlation between social PAS-S and total PAS-S was 0.85 (p<0.001); while for academic PAS-S and total PAS-S it was 0.53 (p<0.001). Significant correlations were observed between all the scores of each age period evaluated across the PAS-S scale, with a significance value less than 0.001. There was a relationship between negative symptoms and social PAS-S (0.20, p<0.05) and total PAS-S (0.22, p<0.05), but not with academic PAS-S. However, there was a correlation between academic PAS-S and general subscale of the PANSS (0.19, p<0.05). Social PAS-S was related to disability measures (DAS-sv); and academic PAS-S showed discriminant validity with most of the variables of social functioning. PAS-S did not show association with the total LSP scale (discriminant validity). The Spanish version of the Premorbid Adjustment Scale showed appropriate psychometric properties in patients experiencing a first episode of psychosis and who have a chronic evolution of the illness. Moreover, each domain of the PAS-S (social and academic premorbid functioning) showed a differential relationship to other characteristics such as psychotic symptoms, disability

Academic and social integration of international and local students at five business schools, a cross-institutional comparison

NARCIS (Netherlands)

Rienties, Bart; Grohnert, Therese; Kommers, Piet; Niemantsverdriet, Susan; Nijhuis, Jan; van den Bossche, Piet; Gijselaers, Wim. H.; Miller, Richard G.

2011-01-01

An increasing number of students choose to study at a university in a foreign country. A common belief among educators is that international students are insufficiently academically adjusted. Recent research has found a mixed picture on whether international students underperform in academic

Sleep difficulties and academic performance in Norwegian higher education students.

Science.gov (United States)

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

2017-12-01

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

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

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Praveetha Patalay

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

Sleep and academic performance in later adolescence: results from a large population-based study.

Science.gov (United States)

Hysing, Mari; Harvey, Allison G; Linton, Steven J; Askeland, Kristin G; Sivertsen, Børge

2016-06-01

The aim of the current study was to assess the association between sleep duration and sleep patterns and academic performance in 16-19 year-old adolescents using registry-based academic grades. A large population-based study from Norway conducted in 2012, the youth@hordaland-survey, surveyed 7798 adolescents aged 16-19 years (53.5% girls). The survey was linked with objective outcome data on school performance. Self-reported sleep measures provided information on sleep duration, sleep efficiency, sleep deficit and bedtime differences between weekday and weekend. School performance [grade point average (GPA)] was obtained from official administrative registries. Most sleep parameters were associated with increased risk for poor school performance. After adjusting for sociodemographic information, short sleep duration and sleep deficit were the sleep measures with the highest odds of poor GPA (lowest quartile). Weekday bedtime was associated significantly with GPA, with adolescents going to bed between 22:00 and 23:00 hours having the best GPA. Also, delayed sleep schedule during weekends was associated with poor academic performance. The associations were somewhat reduced after additional adjustment for non-attendance at school, but remained significant in the fully adjusted models. In conclusion, the demonstrated relationship between sleep problems and poor academic performance suggests that careful assessment of sleep is warranted when adolescents are underperforming at school. Future studies are needed on the association between impaired sleep in adolescence and later functioning in adulthood. © 2016 European Sleep Research Society.

Personal factors that influence deaf college students' academic success.

Science.gov (United States)

Albertini, John A; Kelly, Ronald R; Matchett, Mary Karol

2012-01-01

Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year. This study identified entering deaf college students' personal factors as assessed by their individual responses to both the Noel-Levitz College Student Inventory Form B and the Learning and Study Strategies Inventory, second edition (LASSI). Entering students in 3 successive cohorts (total n =437) participated in this study. Results show that in addition to entry measurements of reading and mathematic skills, personal factors contributed to the academic performance of students in their first quarter in college. The Noel-Levitz provided the comparatively better predictive value of academic performance: Motivation for Academic Study Scale (e.g., desire to finish college). The LASSI also showed statistically significant predictors, the Self-Regulation Component (e.g., time management) and Will Component (e.g., self-discipline), but accounted for relatively less variability in the students' initial grade point averages. For this group of underprepared students, results show that personal factors can play a significant role in academic success. Deaf students' personal factors are discussed as they relate to other first-year college students and to their subsequent academic performance and persistence.

A Biopsychosocial Approach to Examine Mexican American Adolescents’ Academic Achievement and Substance Use

Directory of Open Access Journals (Sweden)

Yang Qu

2018-04-01

Full Text Available Taking a comprehensive biopsychosocial approach and using a two-wave longitudinal design, this study examines the relation between brain development and the social environment in Mexican American youth’s (N = 41.56 percent female academic achievement and substance use. We find that both Mexican American youth’s structural brain development and social environment uniquely contribute to their adjustment. Specially, smaller hippocampal volume and parental cultural socialization each uniquely predict better academic achievement. Moreover, smaller nucleus accumbens volume and less affiliation with deviant peers each uniquely predict less substance use. These findings underscore the independent contributions of biological and psychosocial factors in youth’s adjustment. The study provides a new biopsychosocial perspective on Mexican American youth’s well-being.

The Mediating Roles of Coping and Adjustment in the Relationship between Personality and Academic Achievement

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Perera, Harsha N.; McIlveen, Peter; Oliver, Mark E.

2015-01-01

Background: Existing literature has documented relationships between personality traits and academic achievement as well as some of the mechanisms underlying these links. However, the pathways by which personality traits are associated with achievement during stressful educational circumstances require further investigation. Aims: This study…

Relations of Perceived Maternal Parenting Style, Practices, and Learning Motivation to Academic Competence in Chinese Children

Science.gov (United States)

Cheung, Cecilia S.; McBride-Chang, Catherine

2008-01-01

A measure of academic parenting practices was developed through parent and teacher interviews and subsequently administered to 91 Hong Kong Chinese fifth graders, who also rated their mothers' restrictiveness and concern, school motivation, and self-perceived academic competence. Children's actual school grades were obtained from school records.…

Stability and Change in Adjustment Profiles Among Chinese American Adolescents: The Role of Parenting.

Science.gov (United States)

Kim, Su Yeong; Wang, Yijie; Shen, Yishan; Hou, Yang

2015-09-01

Asian American adolescents are often depicted as academically successful but psychologically distressed, a pattern known as the achievement/adjustment paradox. In a sample of 444 Chinese American adolescents (54 % females), we identified three distinct patterns of adjustment in early adolescence, middle adolescence, and emerging adulthood: the well-adjusted group, which was the largest, exhibited high achievement and low psychological distress; the poorly-adjusted group exhibited poor achievement and moderate distress; and the paradox group exhibited relatively high achievement and high distress. More than half of the adolescents remained in the same profile over time. Adolescents with supportive parents were more likely to stay well-adjusted, and those with "tiger" parents were more likely to stay in the paradox group over time. The present study focused on the critical role of parenting in early adolescence, highlighting variations in Chinese American adolescents' adjustment in multiple domains over time.

Association of Periodontitis and Subsequent Depression: A Nationwide Population-Based Study.

Science.gov (United States)

Hsu, Chih-Chao; Hsu, Yi-Chao; Chen, Hsuan-Ju; Lin, Che-Chen; Chang, Kuang-Hsi; Lee, Chang-Yin; Chong, Lee-Won; Kao, Chia-Hung

2015-12-01

Periodontitis is a systemic and chronic inflammatory disease associated with multiple physical conditions. Distress and depression are other problems affecting the progression of periodontitis. However, the causal relationship between depression and periodontitis has not been adequately investigated. This aim of this study was to determine the association between periodontitis and the subsequent development of depression.We identified 12,708 patients with newly diagnosed periodontitis from 2000 to 2005 and 50,832 frequency-matched individuals without periodontitis. Both groups were followed until diagnosed with depression, withdrawal from the National Health Insurance program, or the end of 2011. The association between periodontitis and depressio was analyzed using Cox proportional hazard regression models.The incidence density rate of depression was higher in the periodontitis group than in the nonperiodontitis group, with an adjusted hazard ratio of 1.73 (95% confidence interval 1.58-1.89) when adjusting for sex, age, and comorbidity. Cox models revealed that periodontitis was an independent risk factor for depression in patients, except for comorbidities of diabetes mellitus (DM), alcohol abuse, and cancer.Periodontitis may increase the risk of subsequent depression and was suggested an independent risk factor regardless of sex, age, and most comorbidities. However, DM, alcohol abuse, and cancer may prevent the development of subsequent depression because of DM treatment, the paradoxical effect of alcohol, and emotional distress to cancer, respectively. Prospective studies on the relationship between periodontitis and depression are warranted.

University Students' Satisfaction with their Academic Studies: Personality and Motivation Matter.

Science.gov (United States)

Wach, F-Sophie; Karbach, Julia; Ruffing, Stephanie; Brünken, Roland; Spinath, Frank M

2016-01-01

Although there is consensus about the importance of students' satisfaction with their academic studies as one facet of academic success, little is known about the determinants of this significant outcome variable. Past research rarely investigated the predictive power of multiple predictors simultaneously. Hence, we examined how demographic variables, personality, cognitive and achievement-related variables (intelligence, academic achievement), as well as various motivational constructs were associated with three different dimensions of satisfaction (satisfaction with study content, satisfaction with the conditions of the academic program, satisfaction with the ability to cope with academic stress) assessed approximately 2 years apart. Analyzing data of a sample of university students (N = 620; M age = 20.77; SD age = 3.22) using structural equation modeling, our results underline the significance of personality and motivational variables: Neuroticism predicted satisfaction with academic studies, but its relevance varied between outcome dimensions. Regarding the predictive validity of motivational variables, the initial motivation for enrolling in a particular major was correlated with two dimensions of subsequent satisfaction with academic studies. In contrast, the predictive value of cognitive and achievement-related variables was relatively low, with academic achievement only related to satisfaction with the conditions of the academic program after controlling for the prior satisfaction level.

Social Cognitive Predictors of Adjustment to Engineering Majors across Gender and Race/Ethnicity

Science.gov (United States)

Lent, Robert W.; Miller, Matthew J.; Smith, Paige E.; Watford, Bevlee A.; Lim, Robert H.; Hui, Kayi; Morrison, M. Ashley; Wilkins, Gregory; Williams, Kevin

2013-01-01

We tested a social cognitive model of academic adjustment in a sample of 1377 students enrolled in engineering schools at two predominantly White and two historically Black state universities. The model brought together central elements of social cognitive career theory's (SCCT) segmental models of educational/vocational satisfaction, interest,…

Parenting and Adolescent Self-Regulation Mediate between Family Socioeconomic Status and Adolescent Adjustment

Science.gov (United States)

Farley, Julee P.; Kim-Spoon, Jungmeen

2017-01-01

Using two waves of longitudinal data, we utilized the family stress model of economic hardship to test whether family socioeconomic status is related to adolescent adjustment (substance use and academic achievement) through parental knowledge and adolescent self-regulation (behavioral self-control and delay discounting). Participants included 220…

Managing Change: Academic Libraries as Learning Organizations

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Sherry-Shiuan Su

2003-09-01

Full Text Available Designing libraries that can thrive in changing, chaotic environments is a continuous challenge for today’s managers. Academic libraries must now be agile, flexible, and able to adjust to the changing world. One system that can help managers in today’s environment is that of the learning organization. In these organizations, staff are encouraged to continuously learn new skills. However, for learning to be effective, the learning must result in improvements in the organization’s operations.The article will begin with the management issues of academic libraries in the changing environment, followed by the concept of learning organization; issues about leadership and learning organization, diversity and learning organization; changing technology and learning organization; and criteria for examining a learning library.[Article content in Chinese

Measuring faculty retention and success in academic medicine.

Science.gov (United States)

Ries, Andrew; Wingard, Deborah; Gamst, Anthony; Larsen, Catherine; Farrell, Elizabeth; Reznik, Vivian

2012-08-01

To develop and demonstrate the usefulness of quantitative methods for assessing retention and academic success of junior faculty in academic medicine. The authors created matched sets of participants and nonparticipants in a junior faculty development program based on hire date and academic series for newly hired assistant professors at the University of California, San Diego (UCSD), School of Medicine between 1988 and 2005. They used Kaplan-Meier and Cox proportional hazards survival analyses to characterize the influence of covariates, including gender, ethnicity, and program participation, on retention. They also developed a new method for quantifying academic success based on several measures including (1) leadership and professional activities, (2) honors and awards, (3) research grants, (4) teaching and mentoring/advising activities, and (5) publications. The authors then used these measures to compare matched pairs of participating and nonparticipating faculty who were subsequently promoted and remained at UCSD. Compared with matched nonparticipants, the retention of junior faculty who participated in the faculty development program was significantly higher. Among those who were promoted and remained at UCSD, the academic success of faculty development participants was consistently greater than that of matched nonparticipants. This difference reached statistical significance for leadership and professional activities. Using better quantitative methods for evaluating retention and academic success will improve understanding and research in these areas. In this study, use of such methods indicated that organized junior faculty development programs have positive effects on faculty retention and may facilitate success in academic medicine.

Sleep and Academic Performance in Undergraduates: A Multi-measure, Multi-predictor Approach

OpenAIRE

Gomes, Ana Allen; Tavares, José; de Azevedo, Maria Helena P.

2011-01-01

The present study examined the associations of sleep patterns with multiple measures of academic achievement of undergraduate university students and tested whether sleep variables emerged as significant predictors of subsequent academic performance when other potential predictors, such as class attendance, time devoted to study, and substance use are considered. A sample of 1654 (55% female) full-time undergraduates 17 to 25 yrs of age responded to a self-response questionnaire on sleep, aca...

[Construction and validation of a multidimensional model of students' adjustment to college context].

Science.gov (United States)

Soares, Ana Paula; Guisande, M Adelina; Diniz, António M; Almeida, Leandro S

2006-05-01

This article presents a model of interaction of personal and contextual variables in the prediction of academic performance and psychosocial development of Portuguese college students. The sample consists of 560 first-year college students of the University of Minho. The path analysis results suggest that initial expectations of the students' involvement in academic life constituted an effective predictor of their involvement during their first year; as well as the social climate of the classroom influenced their involvement, well-being and levels of satisfaction obtained. However, these relationships were not strong enough to influence the criterion variables integrated in the model (academic performance and psychosocial development). Academic performance was predicted by the high school grades and college entrance examination scores, and the level of psychosocial development was determined by the level of development showed at the time they entered college. Though more research is needed, these results point to the importance of students' pre-college characteristics when we are considering the quality of their college adjustment process.

The association between cognition and academic performance in Ugandan children surviving malaria with neurological involvement.

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Paul Bangirana

Full Text Available The contribution of different cognitive abilities to academic performance in children surviving cerebral insult can guide the choice of interventions to improve cognitive and academic outcomes. This study's objective was to identify which cognitive abilities are associated with academic performance in children after malaria with neurological involvement.62 Ugandan children with a history of malaria with neurological involvement were assessed for cognitive ability (working memory, reasoning, learning, visual spatial skills, attention and academic performance (reading, spelling, arithmetic three months after the illness. Linear regressions were fit for each academic score with the five cognitive outcomes entered as predictors. Adjusters in the analysis were age, sex, education, nutrition, and home environment. Exploratory factor analysis (EFA and structural equation models (SEM were used to determine the nature of the association between cognition and academic performance. Predictive residual sum of squares was used to determine which combination of cognitive scores was needed to predict academic performance.In regressions of a single academic score on all five cognitive outcomes and adjusters, only Working Memory was associated with Reading (coefficient estimate = 0.36, 95% confidence interval = 0.10 to 0.63, p<0.01 and Spelling (0.46, 0.13 to 0.78, p<0.01, Visual Spatial Skills was associated with Arithmetic (0.15, 0.03 to 0.26, p<0.05, and Learning was associated with Reading (0.06, 0.00 to 0.11, p<0.05. One latent cognitive factor was identified using EFA. The SEM found a strong association between this latent cognitive ability and each academic performance measure (P<0.0001. Working memory, visual spatial ability and learning were the best predictors of academic performance.Academic performance is strongly associated with the latent variable labelled "cognitive ability" which captures most of the variation in the individual specific

New Work Demands in Higher Education. A Study of the Relationship between Excessive Workload, Coping Strategies and Subsequent Health among Academic Staff

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Melin, Marika; Astvik, Wanja; Bernhard-Oettel, Claudia

2014-01-01

This study investigates the relationship between the work conditions in higher education work settings, the academic staff's strategies for handling excessive workload and impact on well-being and work-life balance. The results show that there is a risk that staff in academic work places will start using compensatory coping strategies to deal with…

Impact of sexual harassment victimization by peers on subsequent adolescent victimization and adjustment: a longitudinal study.

Science.gov (United States)

Chiodo, Debbie; Wolfe, David A; Crooks, Claire; Hughes, Ray; Jaffe, Peter

2009-09-01

To examine gender differences in prevalence and types of sexual harassment victimization experienced in grade 9 and how it contributes to relationship victimization and psychological adjustment 2.5 years later. A total of 1734 students from 23 schools completed self-report surveys at entry to grade 9 and end of grade 11. Self-report data were collected on victimization experiences (sexual harassment, physical dating violence, peer violence, and relational victimization) and adjustment (emotional distress, problem substance use, self-harm, suicidal thoughts, maladaptive dieting, feeling unsafe at school, and perpetration of violent delinquency). Separate analyses by sex were prespecified. Sexual harassment victimization was common among boys (42.4%) and girls (44.1%) in grade 9, with girls reporting more sexual jokes, comments, and unwanted touch than among boys, and with boys reporting more homosexual slurs or receiving unwanted sexual content. For girls, sexual harassment victimization in grade 9 was associated with elevated risk of self-harm, suicidal thoughts, maladaptive dieting, early dating, substance use, and feeling unsafe at school. A similar pattern of risk was found for boys, with the exception of dieting and self-harm behaviors. Adjusted odds ratios (AOR) indicated these students were significantly more likely than nonharassed students to report victimization by peers and dating partners 2.5 years later (AOR for boys and girls, respectively; all p harassment (AOR: 2.45; 2.9), physical dating violence (AOR: 2.02; 3.73), and physical peer violence (AOR: 2.75; 2.79). Gr 9 sexual harassment also contributed significantly to emotional distress (AOR: 2.09; 2.24), problem substance use (AOR: 1.79; 2.04), and violent delinquency perpetration (AOR: 2.1; 3.34) 2.5 years later (boys and girls, respectively; all p harassment at the beginning of high school is a strong predictor of future victimization by peers and dating partners for both girls and boys, and

Topics in data adjustment theory and applications

International Nuclear Information System (INIS)

Hwang, R.N.

1988-01-01

The methodologies of the uncertainty analysis and data adjustment have been well-developed and widely used abroad since the early 70's. With limited amount of covariance data on the differential cross section and the integral experiments available at the time, their accomplishments are, indeed, astounding. The fundamental adjustment equations, however, remain qualitatively unchanged. For the past few year, extensive efforts on these subjects have also begun at ANL in order to utilize the massive amount of integral experiments accumulated over years to provide the basis for improving the reactor parameters encountered in various design calculations. Pertinent covariance matrices and sensitivity matrices of the existing integral experiments have been evaluated and systematically compiled in the data files along with the cross section covariance data derived from the ENDF-B/V for the 21 group structure currently under consideration. A production code GMADJ that provides the adjusted quantities for a large number of cross section types has been developed by Poenitz for routine applications. The primary purpose of the present paper is to improve understanding of the application oriented issues important to the data adjustment theory and the subsequent usage of the adjusted quantities in the design calculations in support of these activities. 30 refs., 12 figs., 5 tabs

Diagnostic specificity of poor premorbid adjustment: comparison of schizophrenia, schizoaffective disorder, and mood disorder with psychotic features.

Science.gov (United States)

Tarbox, Sarah I; Brown, Leslie H; Haas, Gretchen L

2012-10-01

Individuals with schizophrenia have significant deficits in premorbid social and academic adjustment compared to individuals with non-psychotic diagnoses. However, it is unclear how severity and developmental trajectory of premorbid maladjustment compare across psychotic disorders. This study examined the association between premorbid functioning (in childhood, early adolescence, and late adolescence) and psychotic disorder diagnosis in a first-episode sample of 105 individuals: schizophrenia (n=68), schizoaffective disorder (n=22), and mood disorder with psychotic features (n=15). Social and academic maladjustment was assessed using the Cannon-Spoor Premorbid Adjustment Scale. Worse social functioning in late adolescence was associated with higher odds of schizophrenia compared to odds of either schizoaffective disorder or mood disorder with psychotic features, independently of child and early adolescent maladjustment. Greater social dysfunction in childhood was associated with higher odds of schizoaffective disorder compared to odds of schizophrenia. Premorbid decline in academic adjustment was observed for all groups, but did not predict diagnosis at any stage of development. Results suggest that social functioning is disrupted in the premorbid phase of both schizophrenia and schizoaffective disorder, but remains fairly stable in mood disorders with psychotic features. Disparities in the onset and time course of social dysfunction suggest important developmental differences between schizophrenia and schizoaffective disorder. Copyright © 2012 Elsevier B.V. All rights reserved.

Academic self-concept, autonomous academic motivation, and academic achievement : mediating and additive effects

OpenAIRE

Guay, Frédéric; Ratelle, Catherine; Roy, Amélie; Litalien, David

2010-01-01

Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 hig...

Personality and social adjustment of medical cadets, Phramongkutklao College of Medicine.

Science.gov (United States)

Jaichumchuen, Tassana; Jarmornmarn, Sirinapa; Leelayoova, Saovanee; Mungthin, Mathirut

2009-02-01

To determine personality and ability of social adjustment of medical cadets, Phramongkutkao College of Medicine. In addition, the factors influencing social adjustment in these medical cadets were evaluated. The study population consisted of 45 medical cadets in their second year of a 6-year medical curriculum of Phramongkutkao College of Medicine. All study medical cadets gave written informed consent. The medical cadets completed a baseline assessment including a standardized questionnaire for general information and social adjustment. Personality traits were determined by a standard personality test, the 16 Personality Factor Questionnaire (16PF). The personalities of medical cadets were in between reserved and outgoing socially aware, concerns, shrewd and practical. The ability of social adjustment in these medical cadets was high. Social adjustment was significantly different between medical cadets who received different scholarships. Social adjustment of the medical cadets was positively correlated with personalities: factor C (emotionally stable), factor I (sensitivity), factor G (group conformity), factor H (social boldness), and factor Q3 (self-control), but negatively correlated with factor M (abstractedness), and factor Q2 (self-sufficiency). This study presents the unique personalities of medical cadets. Social adjustment is significantly different between medical cadets with different source of scholarships. Longitudinal study of the influence of personality and social adjustment on academic performance needs to be performed.

Policy to Foster Civility and Support a Healthy Academic Work Environment.

Science.gov (United States)

Clark, Cynthia M; Ritter, Katy

2018-06-01

Incivility in academic workplaces can have detrimental effects on individuals, teams, departments, and the campus community at large. Alternately, healthy academic workplaces generate heightened levels of employee satisfaction, engagement, and morale. This article describes the development and implementation of a comprehensive, legally defensible policy related to workplace civility and the establishment of a healthy academic work environment. A detailed policy exemplar is included to provide a structure for fostering a healthy academic work environment, a fair, consistent, confidential procedure for defining and addressing workplace incivility, a mechanism for reporting and subsequent investigation of uncivil acts if indicated, and ways to foster civility and respectful workplace behavior. The authors detail a step-by-step procedure and an incremental approach to address workplace incivility and reward policy adherence. [J Nurs Educ. 2018;57(6):325-331.]. Copyright 2018, SLACK Incorporated.

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

Directory of Open Access Journals (Sweden)

Abdulrahman M Al-Mazrou

2008-01-01

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

Associations between DSM-IV mental disorders and subsequent COPD diagnosis

Science.gov (United States)

Rapsey, Charlene M.; Lim, Carmen C.W.; Al-Hamzawi, Ali; Alonso, Jordi; Bruffaerts, Ronny; Caldas-de-Almeida, J.M.; Florescu, Silvia; de Girolamo, Giovanni; Hu, Chiyi; Kessler, Ronald C.; Kovess-Masfety, Viviane; Levinson, Daphna; Elena Medina-Mora, María; Murphy, Sam; Ono, Yutaka; Piazza, Maria; Posada-Villa, Jose; ten Have, Margreet; Wojtyniak, Bogdan; Scott, Kate M.

2016-01-01

Objectives COPD and mental disorder comorbidity is commonly reported, although findings are limited by substantive weaknesses. Moreover, few studies investigate mental disorder as a risk for COPD onset. This research aims to investigate associations between current (12-month) DSM-IV mental disorders and COPD, associations between temporally prior mental disorders and subsequent COPD diagnosis, and cumulative effect of multiple mental disorders. Methods Data were collected using population surveys of 19 countries (n = 52,095). COPD diagnosis was assessed by self-report of physician's diagnosis. The World Mental Health-Composite International Diagnostic Interview (WMH-CIDI) was used to retrospectively assess lifetime prevalence and age at onset of 16 DSM-IV disorders. Adjusting for age, gender, smoking, education, and country, survival analysis estimated associations between first onset of mental disorder and subsequent COPD diagnosis. Results COPD and several mental disorders were concurrently associated across the 12-month period (ORs 1.5–3.8). When examining associations between temporally prior disorders and COPD, all but two mental disorders were associated with COPD diagnosis (ORs 1.7–3.5). After comorbidity adjustment, depression, generalized anxiety disorder, and alcohol abuse were significantly associated with COPD (ORs 1.6–1.8). There was a substantive cumulative risk of COPD diagnosis following multiple mental disorders experienced over the lifetime. Conclusions: Mental disorder prevalence is higher in those with COPD than those without COPD. Over time, mental disorders are associated with subsequent diagnosis of COPD; further, the risk is cumulative for multiple diagnoses. Attention should be given to the role of mental disorders in the pathogenesis of COPD using prospective study designs. PMID:26526305

The association between school exam grades and subsequent development of bipolar disorder

DEFF Research Database (Denmark)

Pedersen, Steffie Damgaard; Østergaard, Søren Dinesen; Petersen, Liselotte

2018-01-01

and bipolar I disorder (BD-I) has not been studied. Therefore, we aimed to study the association between school exam grades and subsequent development of BD and BD-I while adjusting for parental history of mental disorder. METHODS: We conducted a register-based nationwide cohort study following 505 688......OBJECTIVE: Prior studies have indicated that both high and low school grades are associated with development of bipolar disorder (BD), but these studies have not adjusted for parental history of mental disorder, which is a likely confounder. Furthermore, the association between school grades...... individuals born in Denmark between 1987 and 1995. We investigated the association between school exam grades and development of BD or BD-I with a Cox model adjusting for family history of mental disorder and other potential confounders. RESULTS: During follow-up, 900 individuals were diagnosed with BD...

Workplace bullying and subsequent psychotropic medication: a cohort study with register linkages

Science.gov (United States)

Lallukka, Tea; Haukka, Jari; Partonen, Timo; Rahkonen, Ossi; Lahelma, Eero

2012-01-01

Objectives We aimed to examine longitudinally whether workplace bullying was associated with subsequent psychotropic medication among women and men. Design A cohort study. Setting Helsinki, Finland. Participants Employees of the City of Helsinki, Finland (n=6606, 80% women), 40–60 years at baseline in 2000–2002, and a register-based follow-up on medication. Primary and secondary outcome measures Workplace bullying comprised questions about current and earlier bullying as well as observing bullying. The Finnish Social Insurance Institution's register data on purchases of prescribed reimbursed psychotropic medication were linked with the survey data. All psychotropic medication 3 years prior to and 5 years after the baseline survey was included. Covariates included age, prior psychotropic medication, childhood bullying, occupational class, and body mass index. Cox proportional hazard models (HR, 95% CI) were fitted and days until the first purchase of prescribed psychotropic medication after baseline were used as the time axis. Results Workplace bullying was associated with subsequent psychotropic medication after adjusting for age and prior medication among both women (HR 1.51, 95% CI 1.18 to 1.93) and men (HR 2.15, 95% CI 1.36 to 3.41). Also observing bullying was associated with subsequent psychotropic medication among women (HR 1.53, 95% CI 1.25 to 1.88) and men (HR 1.92, 95% CI 1.23 to 2.99). The associations only modestly attenuated after full adjustment. Conclusions Our findings highlight the significance of workplace bullying to subsequent psychotropic medication reflecting medically confirmed mental problems. Tackling workplace bullying likely helps prevent mental problems among employees. PMID:23242240

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

Science.gov (United States)

Benner, Aprile D

2013-02-01

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

Parenting Styles Influence on Locus of Control, Self-Efficacy and Academic Adjustment in College Students

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Mills, Kimberly Tracey

2010-01-01

The purpose of this study was to investigate the relationship between perceived parenting style, locus of control, self-efficacy, and student outcome (i.e. academic performance, GPA) in a sample of college students. The relationship among gender and ethnicity were also examined across these variables. There were 100 participants in this study,…

A Test of the Reciprocal-Effects Model of Academic Achievement and Academic Self-Concept in Regular Classes and Special Classes for the Gifted

Science.gov (United States)

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

2017-01-01

According to the reciprocal-effects model (REM), prior academic self-concept (ASC) has a positive effect on subsequent achievement beyond what can be explained in terms of prior achievement and vice versa. The present study investigated the REM for students studying in special classes for the gifted compared to students studying in regular…

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

Science.gov (United States)

Miller, Lauren Kemner

2010-01-01

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

Does resident ranking during recruitment accurately predict subsequent performance as a surgical resident?

Science.gov (United States)

Fryer, Jonathan P; Corcoran, Noreen; George, Brian; Wang, Ed; Darosa, Debra

2012-01-01

While the primary goal of ranking applicants for surgical residency training positions is to identify the candidates who will subsequently perform best as surgical residents, the effectiveness of the ranking process has not been adequately studied. We evaluated our general surgery resident recruitment process between 2001 and 2011 inclusive, to determine if our recruitment ranking parameters effectively predicted subsequent resident performance. We identified 3 candidate ranking parameters (United States Medical Licensing Examination [USMLE] Step 1 score, unadjusted ranking score [URS], and final adjusted ranking [FAR]), and 4 resident performance parameters (American Board of Surgery In-Training Examination [ABSITE] score, PGY1 resident evaluation grade [REG], overall REG, and independent faculty rating ranking [IFRR]), and assessed whether the former were predictive of the latter. Analyses utilized Spearman correlation coefficient. We found that the URS, which is based on objective and criterion based parameters, was a better predictor of subsequent performance than the FAR, which is a modification of the URS based on subsequent determinations of the resident selection committee. USMLE score was a reliable predictor of ABSITE scores only. However, when we compared our worst residence performances with the performances of the other residents in this evaluation, the data did not produce convincing evidence that poor resident performances could be reliably predicted by any of the recruitment ranking parameters. Finally, stratifying candidates based on their rank range did not effectively define a ranking cut-off beyond which resident performance would drop off. Based on these findings, we recommend surgery programs may be better served by utilizing a more structured resident ranking process and that subsequent adjustments to the rank list generated by this process should be undertaken with caution. Copyright © 2012 Association of Program Directors in Surgery

Pedagogy and Academic Success in Prelicensure Nursing Education.

Science.gov (United States)

Murray, Teri A

2016-01-01

The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

Structural adjustment and health: A conceptual framework and evidence on pathways.

Science.gov (United States)

Kentikelenis, Alexander E

2017-08-01

Economic reform programs designed by the International Monetary Fund and the World Bank-so-called 'structural adjustment programs'-have formed one of the most influential policy agendas of the past four decades. To gain access to financial support from these organizations, countries-often in economic crisis-have reduced public spending, limited the role of the state, and deregulated economic activity. This article identifies the multiple components of structural adjustment, and presents a conceptual framework linking them to health systems and outcomes. Based on a comprehensive review of the academic literature, the article identifies three main pathways through which structural adjustment affects health: policies directly targeting health systems; policies indirectly impacting health systems; and policies affecting the social determinants of health. The cogency of the framework is illustrated by revisiting Greece's recent experience with structural adjustment, drawing on original IMF reports and secondary literature. Overall, the framework offers a lens through which to analyze the health consequences of structural adjustment across time, space and levels of socioeconomic development, and can be utilized in ex ante health impact assessments of these policies. Copyright © 2017 Elsevier Ltd. All rights reserved.

What's in a Grade? A Professor's Guide to Adjusting Scores on Student Assessments

Science.gov (United States)

Kuhlthau, Kaitlin; Ruscio, John; Luce, Christine; Furey, Matthew

2017-01-01

Grades serve many important purposes, and educators agree it is important to assign them accurately and fairly. Interviews with 100 professors across a broad range of academic disciplines at a mid-sized state college revealed little consensus on whether, when, or how to adjust scores when assigning grades. Their responses informed a review of…

Factors Influencing American Plastic Surgery Residents Toward an Academic Career.

Science.gov (United States)

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

2018-02-01

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

Parent-child acculturation profiles as predictors of Chinese American adolescents' academic trajectories.

Science.gov (United States)

Kim, Su Yeong; Wang, Yijie; Chen, Qi; Shen, Yishan; Hou, Yang

2015-06-01

Acculturation plays a critical role in the adjustment of Asian Americans, as a large proportion of them are immigrants in the US. However, little is known about how acculturation influences Asian American adolescents' academic trajectories over time. Using a longitudinal sample of 444 Chinese American families (54% female children), the current study explored the effect of mothers', fathers', and adolescents' individual acculturation profiles and parent-child acculturation dissonance on adolescents' academic trajectories from 8th to 12th grade. Academic performance was measured by grade point average (GPA), and by standardized test scores in English language arts (ELA) and Math every year. Latent growth modeling analyses showed that adolescents with a Chinese-oriented father showed faster decline in GPA, and Chinese-oriented adolescents had lower initial ELA scores. Adolescents whose parents had American-oriented acculturation profiles tended to have lower initial Math scores. These results suggest that Chinese and American profiles may be disadvantageous for certain aspects of academic performance, and bicultural adolescents and/or adolescents with bicultural parents are best positioned to achieve across multiple domains. In terms of the role of parent-child acculturation dissonance on academic trajectories, the current study highlighted the importance of distinguishing among different types of dissonance. Adolescents who were more Chinese-oriented than their parents tended to have the lowest initial ELA scores, and adolescents experiencing more normative acculturation dissonance (i.e., who were more American-oriented than their parents) had the highest initial ELA scores. No effects of parent-child acculturation dissonance were observed for GPAs or standardized Math scores. Altogether, the current findings add nuances to the current understanding of acculturation and adolescent adjustment.

Parent-Child Acculturation Profiles as Predictors of Chinese American Adolescents’ Academic Trajectories

Science.gov (United States)

Kim, Su Yeong; Wang, Yijie; Chen, Qi; Shen, Yishan; Hou, Yang

2014-01-01

Acculturation plays a critical role in the adjustment of Asian Americans, as a large proportion of them are immigrants in the U.S. However, little is known about how acculturation influences Asian American adolescents’ academic trajectories over time. Using a longitudinal sample of 444 Chinese American families (54% female children), the current study explored the effect of mothers’, fathers’, and adolescents’ individual acculturation profiles and parent-child acculturation dissonance on adolescents’ academic trajectories from 8th to 12th grade. Academic performance was measured by Grade Point Average (GPA), and by standardized test scores in English Language Arts (ELA) and Math every year. Latent growth modeling analyses showed that adolescents with a Chinese-oriented father showed faster decline in GPA, and Chinese-oriented adolescents had lower initial ELA scores. Adolescents whose parents had American-oriented acculturation profiles tended to have lower initial Math scores. These results suggest that Chinese and American profiles may be disadvantageous for certain aspects of academic performance, and bicultural adolescents and/or adolescents with bicultural parents are best positioned to achieve across multiple domains. In terms of the role of parent-child acculturation dissonance on academic trajectories, the current study highlighted the importance of distinguishing among different types of dissonance. Adolescents who were more Chinese-oriented than their parents tended to have the lowest initial ELA scores, and adolescents experiencing more normative acculturation dissonance (i.e., who were more American-oriented than their parents) had the highest initial ELA scores. No effects of parent-child acculturation dissonance were observed for GPAs or standardized Math scores. Altogether, the current findings add nuances to the current understanding of acculturation and adolescent adjustment. PMID:24820295

Parents' Perspectives on Hmong Students' Academic Challenges in Reading and Math

Science.gov (United States)

Lee, Kenneth Kong

2014-01-01

The purpose of this survey study was to investigate the relationship between Hmong students' academic achievements and Hmong parental involvement, home environment, and acculturation adjustment as measured by the Math and English Language Arts sections of the California Standard Test in the United States from parents' perspective regarding student…

Posttraumatic Stress Disorder Symptom Association With Subsequent Risky and Problem Drinking Initiation.

Science.gov (United States)

Bensley, Kara M; Seelig, Amber D; Armenta, Richard F; Rivera, Anna C; Peterson, Arthur V; Jacobson, Isabel G; Littman, Alyson J; Maynard, Charles; Bricker, Jonathan B; Boyko, Edward J; Rull, Rudolph P; Williams, Emily C

2018-06-04

Posttraumatic stress disorder (PTSD) and unhealthy alcohol use are commonly associated conditions. It is unknown whether specific symptoms of PTSD are associated with subsequent initiation of unhealthy alcohol use. Data from the first 3 enrollment panels (n = 151,567) of the longitudinal Millennium Cohort Study of military personnel were analyzed (2001-2012). Complementary log-log models were fit to estimate whether specific PTSD symptoms and symptom clusters were associated with subsequent initiation of 2 domains of unhealthy alcohol use: risky and problem drinking (experience of 1 or more alcohol-related consequences). Models were adjusted for other PTSD symptoms and demographic, service, and health-related characteristics. Eligible study populations included those without risky (n = 31,026) and problem drinking (n = 67,087) at baseline. In adjusted analyses, only 1 PTSD symptom-irritability/anger-was associated with subsequent increased initiation of risky drinking (relative risk [RR] 1.05, 95% confidence interval [CI] 1.00-1.09) at least 3 years later. Two symptom clusters (dysphoric arousal [RR 1.17, 95% CI 1.11-1.23] and emotional numbing [RR 1.30, 95% CI 1.22-1.40]) and 5 symptoms (restricted affect [RR 1.13, 95% CI 1.08-1.19], sense of foreshortened future [RR 1.12, 95% CI 1.06-1.18], exaggerated startle response [RR 1.07, 95% CI 1.01-1.13], sleep disturbance [RR 1.11, 95% CI 1.07-1.15], and irritability/anger [RR 1.12, 95% CI 1.07-1.17]) were associated with subsequent initiation of problem drinking. Findings suggest that specific PTSD symptoms and symptom clusters are associated with subsequent initiation of unhealthy alcohol use.Written work prepared by employees of the Federal Government as part of their official duties is, under the U.S. Copyright Act, a "work of the United States Government" for which copyright protection under Title 17 of the United States Code is not available. As such, copyright does not extend to the contributions of

Previous Mental Disorders and Subsequent Onset of Chronic Back or Neck Pain: Findings From 19 Countries.

Science.gov (United States)

Viana, Maria Carmen; Lim, Carmen C W; Garcia Pereira, Flavia; Aguilar-Gaxiola, Sergio; Alonso, Jordi; Bruffaerts, Ronny; de Jonge, Peter; Caldas-de-Almeida, Jose Miguel; O'Neill, Siobhan; Stein, Dan J; Al-Hamzawi, Ali; Benjet, Corina; Cardoso, Graça; Florescu, Silvia; de Girolamo, Giovanni; Haro, Josep Maria; Hu, Chiyi; Kovess-Masfety, Viviane; Levinson, Daphna; Piazza, Marina; Posada-Villa, José; Rabczenko, Daniel; Kessler, Ronald C; Scott, Kate M

2018-01-01

Associations between depression/anxiety and pain are well established, but its directionality is not clear. We examined the associations between temporally previous mental disorders and subsequent self-reported chronic back/neck pain onset, and investigated the variation in the strength of associations according to timing of events during the life course, and according to gender. Data were from population-based household surveys conducted in 19 countries (N = 52,095). Lifetime prevalence and age of onset of 16 mental disorders according to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, and the occurrence and age of onset of back/neck pain were assessed using the Composite International Diagnostic Interview. Survival analyses estimated the associations between first onset of mental disorders and subsequent back/neck pain onset. All mental disorders were positively associated with back/neck pain in bivariate analyses; most (12 of 16) remained so after adjusting for psychiatric comorbidity, with a clear dose-response relationship between number of mental disorders and subsequent pain. Early-onset disorders were stronger predictors of pain; when adjusting for psychiatric comorbidity, this remained the case for depression/dysthymia. No gender differences were observed. In conclusion, individuals with mental disorder, beyond depression and anxiety, are at higher risk of developing subsequent back/neck pain, stressing the importance of early detection of mental disorders, and highlight the need of assessing back/neck pain in mental health clinical settings. Previous mental disorders according to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition are positively associated with subsequent back/neck pain onset, with a clear dose-response relationship between number of mental disorders and subsequent pain. Earlier-onset mental disorders are stronger predictors of subsequent pain onset, compared with later-onset disorders

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

DEFF Research Database (Denmark)

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

2017-01-01

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

Academic Words and Academic Capitalism Academic Words and Academic Capitalism

Directory of Open Access Journals (Sweden)

Michael Billig

2013-03-01

Full Text Available

Este artículo sugiere que esta época es la mejor y peor para la labor académica. La mejor en cuanto hay más publicaciones académicas que nunca. Y la peor porque sobra mucho de estas publicaciones. Trabajando en las condiciones competitivas del capitalismo académico, los académicos se sienten en la necesidad de continuar publicando, independientemente de que tengan algo que decir. Las presiones de publicar continuamente y promover la propia perspectiva se reflejan en la manera en la que los científicos sociales están escribiendo. Y es que los académicos utilizan un lenguaje técnico basado en sustantivos, con una precisión menor a la del lenguaje ordinario. Los estudiantes de postgrado han sido educados en esta manera de escribir como una condición previa a iniciarse en las ciencias sociales. Así, la naturaleza misma del capitalismo académico no sólo determina las condiciones en las que los académicos trabajan, sino que también afecta su manera de escribir.

This paper suggests that it is the best and worst of times for academic work. It is the best of times because there are more academics publishing than ever before. It is the worst of times because there is much unnecessary publication. Working in the competitive conditions of academic capitalism, academics feel impelled to keep publishing, whether or not they have anything to say. The pressures to publish continually and to promote one’s own approach are reflected in the way that social scientists are writing. Academics use a noun-based technical language, which is less precise than ordinary language. Postgraduates are taught this way of writing as a precondition for entering the social sciences. In this way, the nature of academic capitalism not only determines the conditions under which academics are working but it affects the way that they are writing.

The Role of Personal Best (PB) and Dichotomous Achievement Goals in Students' Academic Motivation and Engagement: A Longitudinal Investigation

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Martin, Andrew J.; Elliot, Andrew J.

2016-01-01

This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students' academic motivation and…

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

Science.gov (United States)

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

2014-11-28

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

The Differential Influence of Authoritative Parenting on the Initial Adjustment of Male and Female Traditional College Freshmen.

Science.gov (United States)

Hickman, Gregory P.; Toews, Michelle L.; Andrews, David W.

2001-01-01

Surveyed college freshmen to examine the relationship between gender, authoritative parenting, aptitude, self-esteem, initial academic achievement, and overall adjustment. Found that authoritative parenting style was positively related to males' initial grade point average, but not significantly associated with females'. (EV)

The associations between physical activity, sedentary behaviour and academic performance.

Science.gov (United States)

Maher, Carol; Lewis, Lucy; Katzmarzyk, Peter T; Dumuid, Dot; Cassidy, Leah; Olds, Tim

2016-12-01

To examine the relationships between children's moderate-to-vigorous physical activity (MVPA), sedentary behaviours, and academic performance. This study investigated cross-sectional relationships between children's accelerometer-measured physical activity and sedentary behaviour patterns, and academic performance using a standardised, nationally-administered academic assessment. A total of 285 Australian children aged 9-11 years from randomly selected schools undertook 7-day 24h accelerometry to objectively determine their MVPA and sedentary behaviour. In the same year, they completed nationally-administered standardised academic testing (National Assessment Program-Literacy and Numeracy; NAPLAN). BMI was measured, and socio-demographic variables were collected in a parent-reported survey. Relationships between MVPA, sedentary behaviour and academic performance across five domains were examined using Generalised Linear Mixed Models, adjusted for a wide variety of socio-demographic variables. Higher academic performance was strongly and consistently related to higher sedentary time, with significant relationships seen across all five academic domains (range F=4.13, p=0.04 through to F=18.65, p=academic performance was only related to higher MVPA in two academic domains (writing F=5.28, p=0.02, and numeracy F=6.28, p=0.01) and was not related to language, reading and spelling performance. Findings highlight that sedentary behaviour can have positive relationships with non-physical outcomes. Positive relationships between MVPA and literacy and numeracy, as well as the well documented benefits for MVPA on physical and social health, suggest that it holds an important place in children's lives, both in and outside of school. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Risk of recurrence and subsequent delivery after obstetric anal sphincter injuries.

Science.gov (United States)

Baghestan, E; Irgens, L M; Børdahl, P E; Rasmussen, S

2012-01-01

To investigate the recurrence risk, the likelihood of having further deliveries and mode of delivery after third to fourth degree obstetric anal sphincter injuries (OASIS). Population-based cohort study. The Medical Birth Registry of Norway. A cohort of 828,864 mothers with singleton, vertex-presenting infants, weighing 500 g or more, during the period 1967-2004. Comparison of women with and without a history of OASIS with respect to the occurrence of OASIS, subsequent delivery rate and planned caesarean rate. OASIS in second and third deliveries, subsequent delivery rate and mode of delivery. Adjusted odds ratios of the recurrence of OASIS in women with a history of OASIS in the first, and in both the first and second deliveries, were 4.2 (95% CI 3.9-4.5; 5.6%) and 10.6 (95% CI 6.2-18.1; 9.5%), respectively, relative to women without a history of OASIS. Instrumental deliveries, in particular forceps deliveries, birthweights of 3500 g or more and large maternity units were associated with a recurrence of OASIS. Instrumental delivery did not further increase the excess recurrence risk associated with high birthweight. A man who fathered a child whose delivery was complicated by OASIS was more likely to father another child whose delivery was complicated by OASIS in another woman who gave birth in the same maternity unit (adjusted OR 2.1; 95% CI 1.2-3.7; 5.6%). However, if the deliveries took place in different maternity units, the recurrence risk was not significantly increased (OR 1.3; 95% CI 0.8-2.1; 4.4%). The subsequent delivery rate was not different in women with and without previous OASIS, whereas women with a previous OASIS were more often scheduled to caesarean delivery. Recurrence risks in second and third deliveries were high. A history of OASIS had little or no impact on the rates of subsequent deliveries. Women with previous OASIS were delivered more frequently by planned caesarean delivery. © 2011 The Authors BJOG An International Journal of

Components of a Measure to Describe Organizational Culture in Academic Pharmacy.

Science.gov (United States)

Desselle, Shane; Rosenthal, Meagen; Holmes, Erin R; Andrews, Brienna; Lui, Julia; Raja, Leela

2017-12-01

Objective. To develop a measure of organizational culture in academic pharmacy and identify characteristics of an academic pharmacy program that would be impactful for internal (eg, students, employees) and external (eg, preceptors, practitioners) clients of the program. Methods. A three-round Delphi procedure of 24 panelists from pharmacy schools in the U.S. and Canada generated items based on the Organizational Culture Profile (OCP), which were then evaluated and refined for inclusion in subsequent rounds. Items were assessed for appropriateness and impact. Results. The panel produced 35 items across six domains that measured organizational culture in academic pharmacy: competitiveness, performance orientation, social responsibility, innovation, emphasis on collegial support, and stability. Conclusion. The items generated require testing for validation and reliability in a large sample to finalize this measure of organizational culture.

Effect of antenatal exposure to maternal smoking on behavioural problems and academic achievement in childhood : prospective evidence from a Dutch birth cohort

NARCIS (Netherlands)

Batstra, L; Hadders-Algra, M; Neeleman, J

2003-01-01

Aim: To examine effects of maternal smoking during pregnancy on academic achievement and emotional and behavioural problems during childhood. Methods: Least squares regression was used to examine associations between maternal smoking prior to delivery and subsequent academic performance and

FORUM: Instructional Communication and Millennial Students: Millennial Students in the College Classroom: Adjusting to Academic Entitlement

Science.gov (United States)

Goldman, Zachary W.; Martin, Matthew M.

2016-01-01

Academic entitlement (AE) refers to the expectation of educational success despite the input of personal effort needed to earn it (Boswell, 2012). Entitled students feel that learning should require minimal work and that difficulties encountered during the learning process should be attributed to instructors, rather than themselves. AE has become…

Potentially inappropriate medication: Association between the use of antidepressant drugs and the subsequent risk for dementia.

Science.gov (United States)

Heser, Kathrin; Luck, Tobias; Röhr, Susanne; Wiese, Birgitt; Kaduszkiewicz, Hanna; Oey, Anke; Bickel, Horst; Mösch, Edelgard; Weyerer, Siegfried; Werle, Jochen; Brettschneider, Christian; König, Hans-Helmut; Fuchs, Angela; Pentzek, Michael; van den Bussche, Hendrik; Scherer, Martin; Maier, Wolfgang; Riedel-Heller, Steffi G; Wagner, Michael

2018-01-15

Potentially inappropriate medication (PIM) is associated with an increased risk for detrimental health outcomes in elderly patients. Some antidepressant drugs are considered as PIM, but previous research on the association between antidepressants and subsequent dementia has been inconclusive. Therefore, we investigated whether the intake of antidepressants, particularly of those considered as PIM according to the Priscus list, would predict incident dementia. We used data of a prospective cohort study of non-demented primary care patients (n = 3239, mean age = 79.62) to compute Cox proportional hazards models. The risk for subsequent dementia was estimated over eight follow-ups up to 12 years depending on antidepressant intake and covariates. The intake of antidepressants was associated with an increased risk for subsequent dementia (HR = 1.53, 95% CI: 1.16-2.02, p = .003; age-, sex-, education-adjusted). PIM antidepressants (HR = 1.49, 95% CI: 1.06-2.10, p = .021), but not other antidepressants (HR = 1.04, 95% CI: 0.66-1.66, p = .863), were associated with an increased risk for subsequent dementia (in age-, sex-, education-, and depressive symptoms adjusted models). Significant associations disappeared after global cognition at baseline was controlled for. Methodological limitations such as selection biases and self-reported drug assessments might have influenced the results. Only antidepressants considered as PIM were associated with an increased subsequent dementia risk. Anticholinergic effects might explain this relationship. The association disappeared after the statistical control for global cognition at baseline. Nonetheless, physicians should avoid the prescription of PIM antidepressants in elderly patients whenever possible. Copyright © 2017 Elsevier B.V. All rights reserved.

The relationship between habitual breakfast consumption frequency and academic performance in British adolescents

Directory of Open Access Journals (Sweden)

Katie eAdolphus

2015-05-01

Full Text Available Breakfast has been shown to be beneficial for cognitive and academic performance in school children. However, there is a paucity of studies which examine the relationship between breakfast consumption and academic performance and a complete absence of studies in UK school children. The aim of this study, therefore, was to examine the association between habitual breakfast consumption frequency and Cognitive Abilities Test (CAT performance, a reasoning test routinely used in UK schools. Adolescents aged 11-13 years (n=292; males: 53.8% completed a questionnaire to report usual weekly breakfast intake frequency. Breakfast was subjectively defined by the participants. Habitual weekly breakfast consumption frequency was categorized as rare (0-2 days, occasional (3-4 days or frequent (5-7 days. Participants’ CAT performance was used as a proxy measure of academic performance. The CAT has three components: verbal, non-verbal and quantitative reasoning. Normative standard age scores (SAS for verbal, nonverbal, quantitative reasoning and overall mean SAS were obtained from school records and hierarchical linear regression models were applied, adjusting for the confounders: gender, ethnicity, socio-economic status, English as an Additional Language and body mass index. Habitual breakfast consumption frequency did not significantly predict any CAT SAS in all models (crude and adjusted. However, methodological considerations which could account for this disagreement with previous research were identified. These included the isolation of school-day breakfast consumption, use of a standard definition of breakfast, and measurement of actual academic performance. The findings of the current study suggest more comprehensive ways in which future studies might investigate the relationship between habitual breakfast consumption and academic performance.

The Relationship between Habitual Breakfast Consumption Frequency and Academic Performance in British Adolescents.

Science.gov (United States)

Adolphus, Katie; Lawton, Clare L; Dye, Louise

2015-01-01

Breakfast has been shown to be beneficial for cognitive and academic performance in school children. However, there is a paucity of studies which examine the relationship between breakfast consumption and academic performance and a complete absence of studies in UK school children. The aim of this study, therefore, was to examine the association between habitual breakfast consumption frequency and Cognitive Abilities Test (CAT) performance, a reasoning test routinely used in UK schools. Adolescents aged 11-13 years (n = 292; males: 53.8%) completed a questionnaire to report usual weekly breakfast intake frequency. Breakfast was subjectively defined by the participants. Habitual weekly breakfast consumption frequency was categorized as rare (0-2 days), occasional (3-4 days), or frequent (5-7 days). Participants' CAT performance was used as a proxy measure of academic performance. The CAT has three components: verbal, non-verbal, and quantitative reasoning. Normative standard age scores (SAS) for verbal, non-verbal, quantitative reasoning, and overall mean SAS were obtained from school records and hierarchical linear regression models were applied, adjusting for the confounders: gender, ethnicity, socio-economic status, English as an Additional Language, and body mass index. Habitual breakfast consumption frequency did not significantly predict any CAT SAS in all models (crude and adjusted). However, methodological considerations which could account for this disagreement with previous research, were identified. These included the isolation of school-day breakfast consumption, use of a standard definition of breakfast, and measurement of actual academic performance. The findings of the current study suggest more comprehensive ways in which future studies might investigate the relationship between habitual breakfast consumption and academic performance.

The Relationship between Habitual Breakfast Consumption Frequency and Academic Performance in British Adolescents

Science.gov (United States)

Adolphus, Katie; Lawton, Clare L.; Dye, Louise

2015-01-01

Breakfast has been shown to be beneficial for cognitive and academic performance in school children. However, there is a paucity of studies which examine the relationship between breakfast consumption and academic performance and a complete absence of studies in UK school children. The aim of this study, therefore, was to examine the association between habitual breakfast consumption frequency and Cognitive Abilities Test (CAT) performance, a reasoning test routinely used in UK schools. Adolescents aged 11–13 years (n = 292; males: 53.8%) completed a questionnaire to report usual weekly breakfast intake frequency. Breakfast was subjectively defined by the participants. Habitual weekly breakfast consumption frequency was categorized as rare (0–2 days), occasional (3–4 days), or frequent (5–7 days). Participants’ CAT performance was used as a proxy measure of academic performance. The CAT has three components: verbal, non-verbal, and quantitative reasoning. Normative standard age scores (SAS) for verbal, non-verbal, quantitative reasoning, and overall mean SAS were obtained from school records and hierarchical linear regression models were applied, adjusting for the confounders: gender, ethnicity, socio-economic status, English as an Additional Language, and body mass index. Habitual breakfast consumption frequency did not significantly predict any CAT SAS in all models (crude and adjusted). However, methodological considerations which could account for this disagreement with previous research, were identified. These included the isolation of school-day breakfast consumption, use of a standard definition of breakfast, and measurement of actual academic performance. The findings of the current study suggest more comprehensive ways in which future studies might investigate the relationship between habitual breakfast consumption and academic performance. PMID:26000270

Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis

Science.gov (United States)

Ratelle, Catherine F.; Guay, Frederic; Vallerand, Robert J.; Larose, Simon; Senecal, Caroline

2007-01-01

The authors investigated students' profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both controlled motivation and amotivation but low levels of…

Craving and subsequent opioid use among opioid dependent patients who initiate treatment with buprenorphine

Science.gov (United States)

Tsui, Judith I.; Anderson, Bradley J.; Strong, David R.; Stein, Michael D.

2016-01-01

Background Few studies have directly assessed associations between craving and subsequent opioid use among treated patients. Our objective was to prospectively evaluate the relative utility of two craving questionnaires to predict opioid use among opioid dependent patients in treatment. Method Opioid dependent patients (n=147) initiating buprenorphine treatment were assessed for three months. Craving was measured using: 1) the Desires for Drug Questionnaire (DDQ) and 2) the Penn Alcohol-Craving Scale adapted for opioid craving (PCS) for this study. Multi-level logistic regression models estimated the effects of craving on the likelihood of opioid use after adjusting for gender, age, ethnicity, education, opioid of choice, frequency of use, pain and depression. In these analyses craving assessed at time t was entered as a time-varying predictor of opioid use at time t+1. Results In adjusted regression models, a 1-point increase in PCS scores (on a 7-point scale) was associated with a significant increase in the odds of opioid use at the subsequent assessment (OR = 1.27, 95% CI 1.08; 1.49, p .05) or DDQ control (OR = 0.97, 95%CI 0.85; 1.11, p > .05) scores. Conclusion Self-reported craving for opioids was associated with subsequent lapse to opioid use among a cohort of patients treated with buprenorphine. PMID:24521036

Humor and College Adjustment: The Predictive Nature of Humor, Academic Achievement, Authoritative Parenting Styles on the Initial Adjustment of Male and Female First-Year College Students

Science.gov (United States)

Hickman, Gregory P.; Andrews, David W.

2003-01-01

A self-report questionnaire on academic achievement, birth order, and family structure; the Student Adaptation to College Questionnaire; the Parental Authority Questionnaire; and the Coping Humor Scale were administered to 257 first-year college students. Researchers examined the relationships among (a) authoritative parenting style, (b) family…

Psychological Symptoms Linking Exposure to Community Violence and Academic Functioning in African American Adolescents

Science.gov (United States)

Busby, Danielle R.; Lambert, Sharon F.; Ialongo, Nicholas S.

2013-01-01

African American adolescents are exposed disproportionately to community violence, increasing their risk for emotional and behavioral symptoms that can detract from learning and undermine academic outcomes. The present study examined whether aggressive behavior and depressive and anxious symptoms mediated the association between exposure to community violence and academic functioning, and if the indirect effects of community violence on academic functioning differed for boys and girls, in a community sample of urban African American adolescents (N = 491; 46.6% female). Structural equation modeling was used to examine the indirect effect of exposure to community violence in grade 6 on grade 8 academic functioning. Results revealed that aggression in grade 7 mediated the association between grade 6 exposure to community violence and grade 8 academic functioning. There were no indirect effects through depressive and anxious symptoms, and gender did not moderate the indirect effect. Findings highlight the importance of targeting aggressive behavior for youth exposed to community violence to not only improve their behavioral adjustment but also their academic functioning. Implications for future research are discussed. PMID:23277294

Emotional Intelligence, Academic Procrastination and Academic ...

African Journals Online (AJOL)

Itwas therefore recommended that efforts should be made to look into other pressing factors like self-esteem, teacher's attitude, student's attitude, parental background among others which may be influencing student's poor academic achievement. Key words: Emotional Intelligence, Academic Procrastination, Academic ...

Novel fluorescence adjustable photonic crystal materials

Science.gov (United States)

Zhu, Cheng; Liu, Xiaoxia; Ni, Yaru; Fang, Jiaojiao; Fang, Liang; Lu, Chunhua; Xu, Zhongzi

2017-11-01

Novel photonic crystal materials (PCMs) with adjustable fluorescence were fabricated by distributing organic fluorescent powders of Yb0.2Er0.4Tm0.4(TTA)3Phen into the opal structures of self-assembled silica photonic crystals (PCs). Via removing the silica solution in a constant speed, PCs with controllable thicknesses and different periodic sizes were obtained on glass slides. Yb0.2Er0.4Tm0.4(TTA)3Phen powders were subsequently distributed into the opal structures. The structures and optical properties of the prepared PCMs were investigated. Finite-difference-time-domain (FDTD) calculation was used to further analyze the electric field distributions in PCs with different periodic sizes while the relation between periodic sizes and fluorescent spectra of PCMs was discussed. The results showed that the emission color of the PCMs under irradiation of 980 nm laser can be easily adjusted from green to blue by increasing the periodic size from 250 to 450 nm.

Conflicts between work and family life and subsequent sleep problems among employees from Finland, Britain, and Japan.

Science.gov (United States)

Lallukka, T; Ferrie, J E; Kivimäki, M; Shipley, M J; Sekine, M; Tatsuse, T; Pietiläinen, O; Rahkonen, O; Marmot, M G; Lahelma, E

2014-04-01

Research on the association between family-to-work and work-to-family conflicts and sleep problems is sparse and mostly cross-sectional. We examined these associations prospectively in three occupational cohorts. Data were derived from the Finnish Helsinki Health Study (n = 3,881), the British Whitehall II Study (n = 3,998), and the Japanese Civil Servants Study (n = 1,834). Sleep problems were assessed using the Jenkins sleep questionnaire in the Finnish and British cohorts and the Pittsburgh Sleep Quality Index in the Japanese cohort. Family-to-work and work-to-family conflicts measured whether family life interfered with work or vice versa. Age, baseline sleep problems, job strain, and self-rated health were adjusted for in logistic regression analyses. Adjusted for age and baseline sleep, strong family-to-work conflicts were associated with subsequent sleep problems among Finnish women (OR, 1.33 (95 % CI, 1.02-1.73)) and Japanese employees of both sexes (OR, 7.61 (95 % CI, 1.01-57.2) for women; OR, 1.97 (95 % CI, 1.06-3.66) for men). Strong work-to-family conflicts were associated with subsequent sleep problems in British, Finnish, and Japanese women (OR, 2.36 (95 % CI, 1.42-3.93), 1.62 (95 % CI, 1.20-2.18), and 5.35 (95 % CI, 1.00-28.55), respectively) adjusted for age and baseline sleep problems. In men, this association was seen only in the British cohort (OR, 2.02 (95 % CI, 1.42-2.88)). Adjustments for job strain and self-rated health produced no significant attenuation of these associations. Family-to-work and work-to-family conflicts predicted subsequent sleep problems among the majority of employees in three occupational cohorts.

Epidemiological Patterns of Initial and Subsequent Injuries in Collegiate Football Athletes.

Science.gov (United States)

Williams, Jacob Z; Singichetti, Bhavna; Li, Hongmei; Xiang, Henry; Klingele, Kevin E; Yang, Jingzhen

2017-04-01

A body of epidemiological studies has examined football injuries and associated risk factors among collegiate athletes. However, few existing studies specifically analyzed injury risk in terms of initial or subsequent injuries. To determine athlete-exposures (AEs) and rates of initial and subsequent injury among collegiate football athletes. Descriptive epidemiological study. Injury and exposure data collected from collegiate football players from two Division I universities (2007-2011) were analyzed. Rate of initial injury was calculated as the number of initial injuries divided by the total number of AEs for initial injuries, while the rate for subsequent injury was calculated as the number of subsequent injuries divided by the total number of AEs for subsequent injury. Poisson regression was used to determine injury rate ratio (subsequent vs initial injury), with adjustment for other covariates. The total AEs during the study period were 67,564, resulting in an overall injury rate of 35.2 per 10,000 AEs. Rates for initial and subsequent injuries were 31.7 and 45.3 per 10,000 AEs, respectively, with a rate ratio (RR) of 1.4 for rate of subsequent injury vs rate of initial injury (95% CI, 1.1-1.9). Rate of injury appeared to increase with each successive injury. RR during games was 1.8 (95% CI, 1.1-3.0). The rate of subsequent injuries to the head, neck, and face was 10.9 per 10,000 AEs, nearly double the rate of initial injuries to the same sites (RR = 2.0; 95% CI, 1.1-3.5). For wide receivers, the rate of subsequent injuries was 2.2 times the rate of initial injuries (95% CI, 1.3-3.8), and for defensive linemen, the rate of subsequent injuries was 2.1 times the rate of initial injuries (95% CI, 1.1-3.9). The method used in this study allows for a more accurate determination of injury risk among football players who have already been injured at least once. Further research is warranted to better identify which specific factors contribute to this increased risk

Work-Life Balance among academic staff of the University of Lagos ...

African Journals Online (AJOL)

Work-Life Balance among academic staff of the University of Lagos. ... Abstract. Work-life balance is associated with the maintenance of stability in both one's professional and personal life. It is key to the welfare and, subsequently, job satisfaction and productivity of employees. It is against this understanding that this study ...

Self-Concept and Academic Achievement: A Meta-Analysis of Longitudinal Relations

Science.gov (United States)

Huang, Chiungjung

2011-01-01

The relation between self-concept and academic achievement was examined in 39 independent and longitudinal samples through the integration of meta-analysis and path analysis procedures. For relations with more than 3 independent samples, the mean observed correlations ranged from 0.20 to 0.27 between prior self-concept and subsequent academic…

Sex differences in academic advancement. Results of a national study of pediatricians.

Science.gov (United States)

Kaplan, S H; Sullivan, L M; Dukes, K A; Phillips, C F; Kelch, R P; Schaller, J G

1996-10-24

Although the numbers of women in training and in entry-level academic positions in medicine have increased substantially in recent years, the proportion of women in senior faculty positions has not changed. We conducted a study to determine the contributions of background and training, academic productivity, distribution of work time, institutional support, career attitudes, and family responsibilities to sex differences in academic rank and salary among faculty members of academic pediatric departments. We conducted a cross-sectional survey of all salaried physicians in 126 academic departments of pediatrics in the United States in January 1992. Of the 6441 questionnaires distributed, 4285 (67 percent) were returned. The sample was representative of U.S. pediatric faculty members. Multivariate models were used to relate academic rank and salary to 16 independent variables. Significantly fewer women than men achieved the rank of associate professor or higher. For both men and women, higher salaries and ranks were related to greater academic productivity (more publications and grants), more hours worked, more institutional support of research, greater overall career satisfaction, and fewer career problems. Less time spent in teaching and patient care was related to greater academic productivity for both sexes. Women in the low ranks were less academically productive and spent significantly more time in teaching and patient care than men in those ranks. Adjustment for all independent variables eliminated sex differences in academic rank but not in salary. Lower rates of academic productivity, more time spent in teaching and patient care and less time spent in research, less institutional support for research, and lower rates of specialization in highly paid subspecialties contributed to the lower ranks and salaries of female faculty members.

Culturally Diverse Students in Higher Education: Challenges and Possibilities within Academic Literacy Practices

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Elena Tkachenko

2016-10-01

Full Text Available With growing diversity in the population, higher education faces a new situation with increasing student diversity. In our paper, we will explore questions concerning the consequences student diversity has for higher-education institutions. Based on our experience from three different R&D projects, the differences in culture and academic literacy practices give culturally diverse students challenges that have often been ignored in academia. Some other studies also document that this group of students has a much higher risk of dropping out and underachieving than majority students (Andersen & Skaarer- Kreutz, 2007; Støren, 2009. In our paper, we are going to discuss the students’ challenges and discourse of remediation that is often associated with their challenges and suggest how higher-education institutions can adjust their practices to be more oriented to intercultural communication. Intercultural communication as a dialogic approach may create dynamics in academic tutoring and lead to mutual change/transformation instead of a one-way adaptation of existing academic literacy norms. We argue that all teachers should be aware of cultural differences in literacy practices in the education systems and strive to adjust their teaching practices to the diversity in the classroom. This approach, we believe, can contribute to a better learning environment for all students, independently of their backgrounds. 

Academic Manager or Managed Academic? Academic Identity Schisms in Higher Education

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Winter, Richard

2009-01-01

The relationship between values and academic identity has received scant attention in the higher education literature with some notable exceptions (Churchman, 2006; Harley, 2002; Henkel, 2005). This paper contends that the perceived need to align all academics around corporate values and goals has given rise to academic identity schisms in higher…

Acne in late adolescence is not associated with a raised risk of subsequent malignant melanoma among men.

Science.gov (United States)

Mota Garcia, Teresa; Hiyoshi, Ayako; Udumyan, Ruzan; Sjöqvist, Hugo; Fall, Katja; Montgomery, Scott

2017-12-01

To evaluate the association of acne in late adolescence with the risk for subsequent malignant melanoma (MM) in men. Swedish register-based cohort study of 242,096 males born between 1952 and 1956, who took part in compulsory assessments for Swedish military conscription in late adolescence between 1969 and 1975, with subsequent diagnoses of MM (n=1,058) up to December 31, 2009. Covariates included measures of childhood circumstances and information from adolescence on presence of acne, physical fitness, cognitive function, body mass index (BMI), and a summary of diagnoses. Cox regression was used for the analysis. In total 1,058 men were diagnosed with MM. Acne was not associated with subsequent MM, with an adjusted hazard ratio (and 95% confidence interval) of 0.95 (0.61 to 1.49). Men with parents who were agricultural workers, and men who lived in northern Sweden, had lower physical fitness, or lower cognitive function had a lower risk of MM. Overweight and obesity was associated with a raised risk, with an adjusted hazard ratio of 1.39 (1.14, 1.71). Acne in late adolescence is unlikely to represent a raised risk for subsequent MM in men. Overweight or obesity was identified as a raised risk for MM, possibly due to the associated increased skin surface area. Copyright © 2017 Elsevier Ltd. All rights reserved.

Challenges of University Adjustment in the UK: A Study of East Asian Master's Degree Students

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Wu, Wenli; Hammond, Michael

2011-01-01

This paper reports on the adjustment of East Asian Master's level students who came to study at a campus-based university in the UK during 2004-05. International students face challenges in respect to language proficiency, academic expectations and social participation. In this longitudinal study the experiences of a group of students from East…

Parental academic involvement in adolescence, academic achievement over the life course and allostatic load in middle age: a prospective population-based cohort study.

Science.gov (United States)

Westerlund, Hugo; Gustafsson, Per E; Theorell, Töres; Janlert, Urban; Hammarström, Anne

2013-06-01

Parental involvement in their children's studies, particularly in terms of academic socialisation, has been shown to predict academic achievement, and is thus a candidate modifiable factor influencing life course socioeconomic circumstances. Socioeconomic disadvantage is thought to impact on health over the life course partly by allostatic load, that is, cumulative biological risk. We sought to elucidate the role of parental involvement at age 16 on the life course development of allostatic load. In a population-based cohort (365 women and 352 men, 67% of the eligible participants), we examined the association between parental involvement in their offspring's studies, measured by teacher and pupil ratings at age 16 and an allostatic load index summarising 12 physiological risk markers at age 43. Mediation through life course academic and occupational achievement was assessed by entering school grades, adult educational achievement and socioeconomic position at age 43 in a linear regression analysis in a stepwise manner and testing for mediation. Parental interest in their offspring's studies during the last year of compulsory school-rather than the parent's social class or availability of practical academic support-was found to predict adult allostatic load (β=-0.12, 95% CI -0.20 to -0.05). Further adjustments indicated that academic achievement over the life course mediated a large part of the effect of parental interest on allostatic load. Parental interest in their offspring's studies may have protective effects by decreasing the likelihood of a chain of risk involving low academic achievement, low socioeconomic position and high accumulated physiological stress.

Predictors of self-reported academic performance among undergraduate medical students of Hawassa University, Ethiopia

Directory of Open Access Journals (Sweden)

Gedefaw A

2015-04-01

Full Text Available Abel Gedefaw,1 Birkneh Tilahun,2 Anteneh Asefa3 1Department of Gynecology and Obstetrics, 2Department of Pediatrics and Child Health, 3School of Public and Environmental Health, College of Medicine and Health Sciences, Hawassa University, Hawassa, Ethiopia Background: This study was conducted to identify predictors of self-reported academic performance in undergraduate medical students at Hawassa University. Methods: An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academic performance of the study subjects was measured by self-reported cumulative grade point average (GPA using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson's bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academic performance. Results: The self-reported academic performance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47 and clinical I (mean GPA 2.71 years, respectively. One hundred and fifty-eight (26.7% of the participants had ever been delayed, 37 (6.2% had ever re-sat for examination, and two (0.3% had ever been warned due to academic failure. The overall variation in self-reported academic performance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academic performance, accounting for 6.9%, 2.7%, and <1% of the variation, respectively. Students who had never used tobacco, alcohol, or khat after starting university were twice as likely to score a self-reported cumulative GPA above 3.0 (adjusted odds ratio 1.95, 95

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

OpenAIRE

Yazıcı, Hikmet; Albayrak, Elif; Reisoğlu, Serpil

2016-01-01

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

If You Build It, They Will Come: How to Establish an Academic Innovation Enterprise.

Science.gov (United States)

Srimathveeravalli, Govindarajan; Balesh, Elie; Cheng, Christopher P; Chen, David

2017-06-01

The rapid growth of minimally invasive, image-guided intervention has redefined the procedural management of multiple disease entities. The process of innovation which has characterized the growth of interventional radiology can be best described as "needs-based," whereby practicing interventionalists identify unmet clinical needs and subsequently invent solutions to achieve desired technical and clinical outcomes. Historically, catheters and other percutaneous devices were developed with rudimentary manufacturing techniques and subsequently translated to patients with relatively little regulatory oversight. Since then, the resources required and financial costs of interventional technology development have grown exponentially. Fortunately, advances in software development, new methods of rapid prototyping, and commoditization of hardware components have made in-house engineering feasible once again. This has created an opportunity for academic medical centers to translate their research into testable prototypes in humans sooner and at reduced costs, and academic interventional radiology divisions are now leveraging these developments to create collaborative centers of innovation. This article describes five such organizational formats for collaboration and innovation in the academic setting, describing the structure, opportunities, requirements, and caveats of each model. Copyright © 2017 Elsevier Inc. All rights reserved.

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

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

2016-01-01

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

Will the Liberal Arts Survive the Bronze Age of American Academe?

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Kimball, Bruce A.

2015-01-01

Kimball begins this essay by comparing the start of the "golden age" of liberal arts education as the period between about 1950 and 1975 when American higher education's revenue and enrollments of colleges and universities grew enormously. During the subsequent silver age of academe, ending in the Great Recession of 2008-2009,…

Meaning in Life as a Mediator of Ethnic Identity and Adjustment Among Adolescents from Latin, Asian, and European American Backgrounds

OpenAIRE

Kiang, Lisa; Fuligni, Andrew J.

2010-01-01

Establishing a sense of life meaning is a primary facet of well-being, yet is understudied in adolescent development. Using data from 579 adolescents (53% female) from Latin American, Asian, and European backgrounds, demographic differences in meaning in life, links with psychological and academic adjustment, and the role of meaning in explaining associations between ethnic identity and adjustment were examined. Although no generational or gender differences were found, Asian Americans report...

Asian College Students’ Perceived Peer Group Cohesion, Cultural Identity, and College Adjustment

OpenAIRE

Zhao, Xin

2012-01-01

Despite the increase in Asian college student population, this group remains one of the most understudied, due to the myth of “model minority.” Many Asian students adjust well academically but often experience high levels of stress, anxiety, or depression due to factors such as acculturation to Western culture, pressure from parents to succeed, ethnic identity issues, intergenerational conflict, immigration status, racism, and discrimination. This study examined the role of five dimensions of...

Caesarean delivery and subsequent stillbirth or miscarriage: systematic review and meta-analysis.

Directory of Open Access Journals (Sweden)

Sinéad M O'Neill

Full Text Available OBJECTIVE: To compare the risk of stillbirth and miscarriage in a subsequent pregnancy in women with a previous caesarean or vaginal delivery. DESIGN: Systematic review of the published literature including seven databases: CINAHL; the Cochrane library; Embase; Medline; PubMed; SCOPUS and Web of Knowledge from 1945 until November 11(th 2011, using a detailed search-strategy and cross-checking of reference lists. STUDY SELECTION: Cohort, case-control and cross-sectional studies examining the association between previous caesarean section and subsequent stillbirth or miscarriage risk. Two assessors screened titles to identify eligible studies, using a standardised data abstraction form and assessed study quality. DATA SYNTHESIS: 11 articles were included for stillbirth, totalling 1,961,829 pregnancies and 7,308 events. Eight eligible articles were included for miscarriage, totalling 147,017 pregnancies and 12,682 events. Pooled estimates across the stillbirth studies were obtained using random-effect models. Among women with a previous caesarean an increase in odds of 1.23 [95% CI 1.08, 1.40] for stillbirth was yielded. Subgroup analyses including unexplained stillbirths yielded an OR of 1.47 [95% CI 1.20, 1.80], an OR of 2.11 [95% CI 1.16, 3.84] for explained stillbirths and an OR of 1.27 [95% CI 0.95, 1.70] for antepartum stillbirths. Only one study reported adjusted estimates in the miscarriage review, therefore results are presented individually. CONCLUSIONS: Given the recent revision of the National Institute for Health and Clinical Excellence guidelines (NICE, providing women the right to request a caesarean, it is essential to establish whether mode of delivery has an association with subsequent risk of stillbirth or miscarriage. Overall, compared to vaginal delivery, the pooled estimates suggest that caesarean delivery may increase the risk of stillbirth by 23%. Results for the miscarriage review were inconsistent and lack of adjustment

Faculty Promotion and Attrition: The Importance of Coauthor Network Reach at an Academic Medical Center.

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Warner, Erica T; Carapinha, René; Weber, Griffin M; Hill, Emorcia V; Reede, Joan Y

2016-01-01

Business literature has demonstrated the importance of networking and connections in career advancement. This is a little-studied area in academic medicine. To examine predictors of intra-organizational connections, as measured by network reach (the number of first- and second-degree coauthors), and their association with probability of promotion and attrition. Prospective cohort study between 2008 and 2012. Academic medical center. A total of 5787 Harvard Medical School (HMS) faculty with a rank of assistant professor or full-time instructor as of January 1, 2008. Using negative binomial models, multivariable-adjusted predictors of continuous network reach were assessed according to rank. Poisson regression was used to compute relative risk (RR) and 95 % confidence intervals (CI) for the association between network reach (in four categories) and two outcomes: promotion or attrition. Models were adjusted for demographic, professional and productivity metrics. Network reach was positively associated with number of first-, last- and middle-author publications and h-index. Among assistant professors, men and whites had greater network reach than women and underrepresented minorities (p advancement and retention in academic medicine. They can and should be investigated at other institutions.

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

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

2012-01-01

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

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

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

2014-01-01

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

A Western Dietary Pattern Is Associated with Poor Academic Performance in Australian Adolescents

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Anett Nyaradi

2015-04-01

Full Text Available The aim of this study was to investigate cross-sectional associations between dietary patterns and academic performance among 14-year-old adolescents. Study participants were from the Western Australian Pregnancy Cohort (Raine Study. A food frequency questionnaire was administered when the adolescents were 14 years old, and from the dietary data, a ‘Healthy’ and a ‘Western’ dietary pattern were identified by factor analysis. The Western Australian Literacy and Numeracy Assessment (WALNA results from grade nine (age 14 were linked to the Raine Study data by The Western Australian Data Linkage Branch. Associations between the dietary patterns and the WALNA (mathematics, reading and writing scores were assessed using multivariate linear regression models adjusting for family and socioeconomic characteristics. Complete data on dietary patterns, academic performance and covariates were available for individuals across the different analyses as follows: n = 779 for mathematics, n = 741 for reading and n = 470 for writing. Following adjustment, significant negative associations between the ‘Western’ dietary pattern and test scores for mathematics (β = −13.14; 95% CI: −24.57; −1.76; p = 0.024 and reading (β = −19.16; 95% CI: −29.85; −8.47; p ≤ 0.001 were observed. A similar trend was found with respect to writing (β = −17.28; 95% CI: −35.74; 1.18; p = 0.066. ANOVA showed significant trends in estimated means of academic scores across quartiles for both the Western and Healthy patterns. Higher scores for the ‘Western’ dietary pattern are associated with poorer academic performance in adolescence.

A Case Study and Analysis of a Successful and Collaborative Student-Centered Textbook Reserve Program in a Mid-Size Academic Library

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Schlak, Timothy M.; Johnston, Bruce

2018-01-01

This article presents an innovative textbook reserve program at a mid-sized academic library. Research conducted subsequent to the program's launch showed a positive correlation between students' use of the program and their perceived academic success. In addition, the program has proved effective at helping students with college affordability.…

Is age of menarche among school girls related to academic performance?

Science.gov (United States)

Al-Mathkoori, Radhia; Nur, Ula; Al-Taiar, Abdullah

2017-06-17

Background There is strong evidence that the mean age of menarche has declined over the last few decades in developed and developing countries. This is of a major concern because of its enormous public health implications. This study aimed to estimate the age of menarche in Kuwait and investigate the association between menarcheal age and academic performance among high school girls in Kuwait. Methods A cross-sectional study was conducted on randomly selected female high school students from private and public high schools in all governorates in Kuwait. Data on the age of menarche were collected by self-administered questionnaire from the students, while data on academic performance were extracted from the students' academic records. Results Of the 907 students we selected, 800 (88.2%) responded. The mean age of menarche was 12.33 [95% confidence interval (CI) 12.18-12.49] years. There was no evidence for significant association between age of menarche and students' academic performance before or after adjusting for potential confounders. Conclusion The calculated age of menarche among contemporary girls in Kuwait is similar to that of the girls in industrialized countries. Early menarcheal age is unlikely to lead to adverse behavior that may affect academic performance in our setting.

Patenting and licensing of university research: promoting innovation or undermining academic values?

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Sterckx, Sigrid

2011-03-01

Since the 1980s in the US and the 1990s in Europe, patenting and licensing activities by universities have massively increased. This is strongly encouraged by governments throughout the Western world. Many regard academic patenting as essential to achieve 'knowledge transfer' from academia to industry. This trend has far-reaching consequences for access to the fruits of academic research and so the question arises whether the current policies are indeed promoting innovation or whether they are instead a symptom of a pro-intellectual property (IP) culture which is blind to adverse effects. Addressing this question requires both empirical analysis (how real is the link between academic patenting and licensing and 'development' of academic research by industry?) and normative assessment (which justifications are given for the current policies and to what extent do they threaten important academic values?). After illustrating the major rise of academic patenting and licensing in the US and Europe and commenting on the increasing trend of 'upstream' patenting and the focus on exclusive as opposed to non-exclusive licences, this paper will discuss five negative effects of these trends. Subsequently, the question as to why policymakers seem to ignore these adverse effects will be addressed. Finally, a number of proposals for improving university policies will be made.

The Moderating Effect of Machiavellianism on the Relationships between Bullying, Peer Acceptance, and School Adjustment in Adolescents

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Wei, Hsi-Sheng; Chen, Ji-Kang

2012-01-01

This study examined the moderating effect of Machiavellianism on the relationships between bullying, peer acceptance, and school adjustment (rule-following behavior and academic performance) among 216 middle school 7th-graders in Taipei, Taiwan. The participants were divided into two groups according to their Machiavellianism. Multi-group path…

Symptoms of Attention-Deficit/Hyperactivity Disorder and Social and School Adjustment: The Moderating Roles of Age and Parenting

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Kawabata, Yoshito; Tseng, Wan-Ling; Gau, Susan Shur-Fen

2012-01-01

This study examined the associations between symptoms of attention-deficit/hyperactivity disorder (ADHD) and social and school adjustment (academic performance, peer relationships, school social problems) and the moderating roles of children's age and maternal parenting (affection and overprotection) in these associations. The sample consisted of…

Bullying, psychosocial adjustment, and academic performance in elementary school.

Science.gov (United States)

Glew, Gwen M; Fan, Ming-Yu; Katon, Wayne; Rivara, Frederick P; Kernic, Mary A

2005-11-01

Over the past decade, concerns about bullying and its role in school violence, depression, and health concerns have grown. However, no large studies in the United States have examined the prevalence of bullying during elementary school or its association with objective measures of school attendance and achievement. To determine the prevalence of bullying during elementary school and its association with school attendance, academic achievement, disciplinary actions, and self-reported feelings of sadness, safety, and belonging. Cross-sectional study using 2001-2002 school data. Urban, West Coast public school district. Three thousand five hundred thirty (91.4%) third, fourth, and fifth grade students. Self-reported involvement in bullying. Twenty-two percent of children surveyed were involved in bullying either as a victim, bully, or both. Victims and bully-victims were more likely to have low achievement than bystanders (odds ratios [ORs], 0.8 [95% confidence interval (CI), 0.7-0.9] and 0.8 [95% CI, 0.6-1.0], respectively). All 3 bullying-involved groups were significantly more likely than bystanders to feel unsafe at school (victims, OR, 2.1 [95% CI, 1.1-4.2]; bullies, OR, 2.5 [95% CI, 1.5-4.1]; bully-victims, OR, 5.0 [95% CI, 1.9-13.6]). Victims and bully-victims were more likely to report feeling that they don't belong at school (ORs, 4.1 [95% CI, 2.6-6.5] and 3.1 [95% CI, 1.3-7.2], respectively). Bullies and victims were more likely than bystanders to feel sad most days (ORs 1.5 [95% CI, 1.2-1.9] and 1.8 [95% CI, 1.2-2.8], respectively). Bullies and bully-victims were more likely to be male (ORs, 1.5 [95% CI, 1.2-1.9] and 3.0 [95% CI, 1.3-7.0], respectively). The prevalence of frequent bullying among elementary school children is substantial. Associations between bullying involvement and school problems indicate this is a serious issue for elementary schools. The research presented herein demonstrates the need for evidence-based antibullying curricula in the

A Survey of Current Valued Academic Leadership Qualities in Nursing.

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Delgado, Cheryl; Mitchell, Maureen M

2016-01-01

An informal survey was used to identify nurse faculty leadership qualities currently valued and relevant. The accelerating retirement rate for seasoned leaders has created a need for nurse educators and academic leaders. Our school was concerned that we were not meeting students' needs for today's leadership challenges. We were also interested in the experiences of leadership preparation. This was a cross-sectional, online survey of faculty at top nursing schools as determined by US News & World Report. The top leadership qualities identified were integrity, communication clarity, and problem-solving ability. Current challenges for leaders were finding qualified faculty, obtaining resources, and team building. The results may guide curricular adjustments and the transition to a new generation of nurse academic leaders.

Developing the digital literacies of academic staff: an institutional approach

Directory of Open Access Journals (Sweden)

Barbara Newland

2016-10-01

Full Text Available Institutional engagement with digital literacies at the University of Brighton has been promoted through the creation of a Digital Literacies Framework (DLF aimed at academic staff. The DLF consists of 38 literacies divided into four categories that align to the following key areas of academic work:• Learning and teaching• Research• Communication and collaboration• AdministrationFor each literacy, there is an explanation of what the literacy is, why it is important and how to gain it, with links to resources and training opportunities. After an initial pilot, the DLF website was launched in the summer of 2014. This paper discusses the strategic context and policy development of the DLF, its initial conception and subsequent development based on a pilot phase, feedback and evaluation. It critically analyses two of the ways that engagement with the DLF have been promoted: (1 formal professional development schemes and (2 the use of a ‘School-based’ approach. It examines the successes and challenges of the University of Brighton's scheme and makes some suggestions for subsequent steps including taking a course-level approach.

Academic Capitalism and Academic Culture: A Case Study

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Mendoza, Pilar; Berger, Joseph B.

2008-01-01

This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this…

Professionalism, responsibility, and service in academic medicine.

Science.gov (United States)

Souba, W W

1996-01-01

Academic medical centers have responded to health care reform initiatives by launching a series of strategic plans designed to maintain patient flow and reduce hospital expenditures. Thought is also being given to processes by which the faculty can individually and collectively adjust to these changes and maintain morale at a time when reductions in the labor force and pay cuts are virtually certain. Physicians are concerned because managed care threatens their autonomy and jeopardizes the traditional ways in which they have carried out their multiple missions. Some doctors believe that it will become increasingly difficult to obtain genuine satisfaction from their job. The strategies that academic medical centers have begun to use to address the numerous challenges posed by a system of health care based on managed competition are reviewed. Potential mechanisms by which academic departments can continue to find fulfillment in an environment that threatens their traditional missions and values are discussed. A study of the social and historical origins of medicine in the United States reveals that the introduction of corporate medicine in the United States was destined to happen. Strategies implemented by academic medical centers in response to managed care include building an integrated delivery network, the acquisition of primary care practices, increasing cost-effectiveness, and creating physician-hospital organizations. Emphasis must be placed on integrating traditional core values (excellence, leadership, and innovation) with newer values such as patient focus, accountability, and diversity. A shift from rugged individualism to entrepreneurial teamwork is crucial. These reforms, although frightening at the onset, can serve to reaffirm our commitment to academic medicine and preserve our mission. The evolving managed care environment offers unique opportunities for academic medical centers to shape and positively impact health care delivery in the twenty

Sleep Patterns and Academic Performance During Preparation for College Entrance Exam in Chinese Adolescents.

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Wang, Guanghai; Ren, Fen; Liu, Zhijun; Xu, Guangxing; Jiang, Fan; Skora, Elizabeth; Lewin, Daniel S

2016-04-01

Deficient sleep is linked to detrimental outcomes in health and school performance for adolescents. This study characterized sleep patterns in Chinese adolescents preparing for the College Entrance Exam (CEE) and evaluated the association between sleep patterns, self-rated academic performance, and the CEE scores. A sample of 481 Chinese adolescents in 12th grade (ages 16-19 years) completed questionnaires about sleep patterns, academic performance, academic stress, and sociodemographic factors 4-6 weeks before the CEE in June 2013. The CEE scores for each student also were obtained. A total of 21% of the students had bedtimes after 12:00 am, 78.3% had sleep latency longer than 30 minutes, 14.6% had wake time earlier than 6:00 am, and the vast majority (94.4%) had sleep duration less than 8 hours. After adjusting for selected confounders such as academic stress, prolonged sleep latency was associated with poorer self-reported academic performance, and late bedtime was associated with higher CEE score. Our findings highlight the complex association between sleep and academic performance. Assessing and monitoring sleep patterns in adolescents during periods of high academic demand and stress may yield important recommendations for their health and safety as well as establishing optimal sleep and study habits. © 2016, American School Health Association.

Inequities in Academic Compensation by Gender: A Follow-up to the National Faculty Survey Cohort Study.

Science.gov (United States)

Freund, Karen M; Raj, Anita; Kaplan, Samantha E; Terrin, Norma; Breeze, Janis L; Urech, Tracy H; Carr, Phyllis L

2016-08-01

Cross-sectional studies have demonstrated gender differences in salaries within academic medicine. No research has assessed longitudinal compensation patterns. This study sought to assess longitudinal patterns by gender in compensation, and to understand factors associated with these differences in a longitudinal cohort. A 17-year longitudinal follow-up of the National Faculty Survey was conducted with a random sample of faculty from 24 U.S. medical schools. Participants employed full-time at initial and follow-up time periods completed the survey. Annual pretax compensation during academic year 2012-2013 was compared by gender. Covariates assessed included race/ethnicity; years since first academic appointment; retention in academic career; academic rank; departmental affiliation; percent effort distribution across clinical, teaching, administrative, and research duties; marital and parental status; and any leave or part-time status in the years between surveys. In unadjusted analyses, women earned a mean of $20,520 less than men (P = .03); women made 90 cents for every dollar earned by their male counterparts. This difference was reduced to $16,982 (P = .04) after adjusting for covariates. The mean difference of $15,159 was no longer significant (P = .06) when adjusting covariates and for those who had ever taken a leave or worked part-time. The continued gender gap in compensation cannot be accounted for by metrics used to calculate salary. Institutional actions to address these disparities include both initial appointment and annual salary equity reviews, training of senior faculty and administrators to understand implicit bias, and training of women faculty in negotiating skills.

Work-family conflicts and subsequent sleep medication among women and men: a longitudinal registry linkage study.

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Lallukka, T; Arber, S; Laaksonen, M; Lahelma, E; Partonen, T; Rahkonen, O

2013-02-01

Work and family are two key domains of life among working populations. Conflicts between paid work and family life can be detrimental to sleep and other health-related outcomes. This study examined longitudinally the influence of work-family conflicts on subsequent sleep medication. Questionnaire data were derived from the Helsinki Health Study mail surveys in 2001-2002 (2929 women, 793 men) of employees aged 40-60 years. Data concerning sleep medication were derived from the Finnish Social Insurance Institution's registers covering all prescribed medication from 1995 to 2007. Four items measured whether job responsibilities interfered with family life (work to family conflicts), and four items measured whether family responsibilities interfered with work (family to work conflicts). Cox proportional hazard models were fitted, adjusting for age, sleep medication five years before baseline, as well as various family- and work-related covariates. During a five-year follow-up, 17% of women and 10% of men had at least one purchase of prescribed sleep medication. Among women, family to work conflicts were associated with sleep medication over the following 5 years after adjustment for age and prior medication. The association remained largely unaffected after adjusting for family-related and work-related covariates. Work to family conflicts were also associated with subsequent sleep medication after adjustment for age and prior medication. The association attenuated after adjustment for work-related factors. No associations could be confirmed among men. Thus reasons for men's sleep medication likely emerge outside their work and family lives. Concerning individual items, strain-based ones showed stronger associations with sleep medication than more concrete time-based items. In conclusion, in particular family to work conflicts, but also work to family conflicts, are clear determinants of women's sleep medication. Copyright © 2012 Elsevier Ltd. All rights reserved.

Mental health predicts better academic outcomes: a longitudinal study of elementary school students in Chile.

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Murphy, J Michael; Guzmán, Javier; McCarthy, Alyssa E; Squicciarini, Ana María; George, Myriam; Canenguez, Katia M; Dunn, Erin C; Baer, Lee; Simonsohn, Ariela; Smoller, Jordan W; Jellinek, Michael S

2015-04-01

The world's largest school-based mental health program, Habilidades para la Vida [Skills for Life (SFL)], has been operating on a national scale in Chile for 15 years. SFL's activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL's data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students' academic outcomes.

Academic Entitlement and Academic Performance in Graduating Pharmacy Students

OpenAIRE

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

2014-01-01

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

The Economics of Academic Advancement Within Surgery.

Science.gov (United States)

Baimas-George, Maria; Fleischer, Brian; Korndorffer, James R; Slakey, Douglas; DuCoin, Christopher

The success of an academic surgeon's career is often viewed as directly related to academic appointment; therefore, the sequence of promotion is a demanding, rigorous process. This paper seeks to define the financial implication of academic advancement across different surgical subspecialties. Data was collected from the Association of American Medical College's 2015 report of average annual salaries. Assumptions included 30 years of practice, 5 years as assistant professor, and 10 years as associate professor before advancement. The base formula used was: (average annual salary) × (years of practice [30 years - fellowship/research years]) + ($50,000 × years of fellowship/research) = total adjusted lifetime salary income. There was a significant increase in lifetime salary income with advancement from assistant to associate professor in all subspecialties when compared to an increase from associate to full professor. The greatest increase in income from assistant to associate professor was seen in transplant and cardiothoracic surgery (35% and 27%, respectively). Trauma surgery and surgical oncology had the smallest increases of 8% and 9%, respectively. With advancement to full professor, the increase in lifetime salary income was significantly less across all subspecialties, ranging from 1% in plastic surgery to 8% in pediatric surgery. When analyzing the economics of career advancement in academic surgery, there is a substantial financial benefit in lifetime income to becoming an associate professor in all fields; whereas, advancement to full professor is associated with a drastically reduced economic benefit. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Examining gray matter structure associated with academic performance in a large sample of Chinese high school students.

Science.gov (United States)

Wang, Song; Zhou, Ming; Chen, Taolin; Yang, Xun; Chen, Guangxiang; Wang, Meiyun; Gong, Qiyong

2017-04-18

Achievement in school is crucial for students to be able to pursue successful careers and lead happy lives in the future. Although many psychological attributes have been found to be associated with academic performance, the neural substrates of academic performance remain largely unknown. Here, we investigated the relationship between brain structure and academic performance in a large sample of high school students via structural magnetic resonance imaging (S-MRI) using voxel-based morphometry (VBM) approach. The whole-brain regression analyses showed that higher academic performance was related to greater regional gray matter density (rGMD) of the left dorsolateral prefrontal cortex (DLPFC), which is considered a neural center at the intersection of cognitive and non-cognitive functions. Furthermore, mediation analyses suggested that general intelligence partially mediated the impact of the left DLPFC density on academic performance. These results persisted even after adjusting for the effect of family socioeconomic status (SES). In short, our findings reveal a potential neuroanatomical marker for academic performance and highlight the role of general intelligence in explaining the relationship between brain structure and academic performance.

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

Science.gov (United States)

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

2014-04-01

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

Relations of academic procrastination, rationalizations, and performance in a web course with deadlines.

Science.gov (United States)

Tuckman, Bruce W

2005-06-01

This study compared students' academic procrastination tendency with the (1) frequency and nature of rationalizations used to justify procrastination, (2) self-regulation, and (3) performance in a web-based study strategies course with frequent performance deadlines. 106 college students completed the 16-item Tuckman Procrastination Scale, a measure of tendency to procrastinate, the Frequency of Use Self-survey of Rationalizations for Procrastination, and a 9-item self-regulation scale. Students' subsequent course performance was measured by total points earned. A linear regression with Academic Procrastination as the criterion variable and Rationalization score and Course Points as the predictor variables suggested academic procrastinators support procrastinating by rationalizing, not self-regulating, and thus put themselves at a disadvantage, with respect to evaluation in highly structured courses with frequent enforced deadlines.

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

African Journals Online (AJOL)

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

Smart Tools for Academic Information Seeking

Directory of Open Access Journals (Sweden)

Eeva Koponen

2016-12-01

Full Text Available Systematic information seeking is an essential part of academic work. Research and information seeking go hand in hand, and both need planning. In the academic world you can hardly avoid the research plan, but you probably won’t hear that much about the information seeking plan. The information seeking plan guides you through the research process from the first sparks of an idea to the last dot in the bibliography from the point of view of the often invisible process of systematic information seeking. Systematic Information Seeking Framework designed in the Jyväskylä University Library has its roots in Carol Kuhlthau's Guided Inquiry Design Process. Our model, designed for more contextual adjustability, is presented in our Library Tutorial (https://koppa.jyu.fi/avoimet/kirjasto/en/library-tutorial, an open self-study material. The process starts with “Defining the topic and finding search terms”. This stage requires extensive reading about the subject matter, understanding the basic differences between everyday knowledge and scientific knowledge and distinguishing information resources for different kinds of needs. Analysis of concepts and understanding of their contextuality are at the core of scientific knowledge. With the information seeking plan and a mind map one can work on the search terms, discover connections and construct search statements for different resources and the search strategies they require. The second section is about “Finding sources”, which students often understand as the starting point for systematic information seeking. Knowledge of the publication cultures in different disciplines guide the information seeker to the different types of sources needed. Finally, “Citing and managing references”. One of the most essential skills in all academic work is the appropriate use of scientific sources, citing and managing references correctly. As academic dishonesty hurts the whole community, academic fraud, e

The Trauma Research Associates Program (T-RAP) for undergraduate students: shaping future academic surgeons.

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Barmparas, Galinos; Fierro, Nicole; Lee, Debora; Sun, Beatrice J; Ley, Eric J

2015-01-01

Offering undergraduate students research opportunities may enhance their interest in pursuing a surgical career and lead to increased academic productivity. We characterize the benefits of participating in the Trauma Research Associates Program. A 19-point Web-based survey. Academic Level I Trauma Center. A total of 29 active and former members of the Trauma Research Associates Program. Academic activities and predictors associated with interest in a surgical career and research productivity. Surveys were completed on 26 of 29 (90%) participants. Clinical experience was the most highly ranked motivation to join the program (65%), followed by pursuing a research experience (46%). During their involvement, 73% of participants observed surgical intensive care unit rounds, 65% observed acute care surgery rounds, and 35% observed a surgical procedure in the operating room. In addition, 46% submitted at least one abstract to a surgical meeting coauthored with the Division's faculty. Furthermore, 58% reported that they enrolled in a medical school, whereas 17% pursued a full-time research job. The program influenced the interest in a surgical career in 39% of all members, and 73% reported that they would incorporate research in their medical career. Observing a surgical procedure was independently associated with development of a high interest in a surgical career (adjusted odds ratio: 6.50; 95% CI: 1.09, 38.63; p = 0.04), whereas volunteering for more than 15 hours per week predicted submission of at least 1 abstract to a surgical conference by the participant (adjusted odds ratio: 13.00; 95% CI: 1.27, 133.29; p = 0.03). Development of a structured research program for undergraduate students is beneficial to both the participants and sponsoring institution. Undergraduate exposure to academic surgery enhances interest in pursuing a surgical specialty and leads to academic productivity. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier

Opening the Black Box: Conceptualizing Community Engagement From 109 Community-Academic Partnership Programs.

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Ahmed, Syed M; Maurana, Cheryl; Nelson, David; Meister, Tim; Young, Sharon Neu; Lucey, Paula

2016-01-01

This research effort includes a large scale study of 109 community-academic partnership projects funded by the Healthier Wisconsin Partnership Program (HWPP), a component of the Advancing a Healthier Wisconsin endowment at the Medical College of Wisconsin (MCW) in Milwaukee, Wisconsin. The study provides an analysis unlike other studies, which have been smaller, and/or more narrowly focused in the type of community-academic partnership projects analyzed. To extract themes and insights for the benefit of future community-academic partnerships and the field of community-engaged research (CEnR). Content analysis of the final reports submitted by 109 community-academic partnership projects awards within the time frame of March 2005 to August 2011. Thirteen themes emerged from the report analysis: community involvement, health accomplishments, capacity building, sustainability, collaboration, communication, best practices, administration, relationship building, clarity, adjustment of plan, strategic planning, and time. Data supported previous studies in the importance of some themes, and provided insights regarding how these themes are impactful. The case analysis revealed new insights into the characteristics of these themes, which the authors then grouped into three categories: foundational attributes of successful community-academic partnership, potential challenges of community-academic partnerships, and outcomes of community-academic partnerships. The insights gained from these reports further supports previous research extolling the benefits of community-academic partnerships and provides valuable direction for future partners, funders and evaluators in how to deal with challenges and what they can anticipate and plan for in developing and managing community-academic partnership projects.

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

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

2016-05-01

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

Periodontal disease with treatment reduces subsequent cancer risks.

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Hwang, Ing-Ming; Sun, Li-Min; Lin, Cheng-Li; Lee, Chun-Feng; Kao, Chia-Hung

2014-10-01

The aim of our study was to evaluate the relationship between routine treatment of periodontal disease (PD) and the subsequent risks for cancers in Taiwan. Study participants were selected from the Taiwan National Health Insurance (NHI) system database. The PD with a routine treatment cohort contained 38 902 patients. For each treatment cohort participant, two age- and sex-matched comparison (control) cohort participants were randomly selected. Cox's proportional hazards regression analysis was used to estimate the effects of PD with treatment on the subsequent risk of cancer. The overall risk of developing cancer was significantly lower in the treatment cohort than in the patients without treatment (adjusted Hazard ratio = 0.72, 95% confidence interval = 0.68-0.76). The risks of developing most gastrointestinal tract, lung, gynecological and brain malignancies were significantly lower in the treatment cohort than in the comparison cohort. In contrast, the risks of prostate and thyroid cancers were significantly higher in the treatment cohort than in the comparison cohort. Our findings suggest that PD with treatment is associated with a significantly reduced overall risk of cancer and reduced risks of certain types of cancers. © The Author 2014. Published by Oxford University Press on behalf of the Association of Physicians. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Interaction of Publications and Appointments: New Evidence on Academic Economists in Germany

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Beckmann, Klaus; Schneider, Andrea

2013-01-01

Using a new panel data set comprising publication and appointment data for 889 German academic economists over a quarter of a century, we confirm the familiar hypothesis that publications are important for professorial appointments, but find only a small negative effect of appointments on subsequent research productivity, in particular if one…

Undisciplined beginnings, academic success, and discursive psychology.

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Billig, Michael

2012-09-01

This paper reflects on the conditions under which Discourse and social psychology, Common knowledge, and the author's Arguing and thinking were written. These books, which were independently conceived, were not specifically written as contributions to 'discursive psychology', for discursive psychology did not exist at that time. Their authors were rejecting conventional approaches to doing psychological research. The paper discusses what it takes for a new academic movement, such as discursive psychology, to be successfully established in the current climate of 'academic capitalism'. Two requirements are particularly mentioned: the necessity for a label and the necessity for adherents to be recruited. Of the three books, only Discourse and social psychology was outwardly recruiting its readers to a new way of doing social psychology. Arguing and thinking, with its celebration of ancient rhetoric, was much more ambiguous in its aims. It was turning away from present usefulness towards the past. By claiming to be 'an antiquarian psychologist' the author was rejecting disciplinary thinking. The paper also considers the intellectual costs of establishing a new specialism or sub-discipline. The 'first generation' may have freedom, but success can bring about a narrowing of perspectives and the development of orthodoxies for subsequent academic generations. This applies as much to the development of experimental social psychology as to discursive psychology. These processes are particular enhanced in the present socio-economic situation of contemporary universities, which make it more difficult for young academics to become, in the words of William James, 'undisciplinables'. ©2012 The British Psychological Society.

Academic capitalism and academic culture: A case study.

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Pilar Mendoza

2008-12-01

Full Text Available This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this department and they consider industrial sponsorship as a highly effective vehicle for enhancing the quality of education of students and pursuing their scientific interests. This study provides valuable insights to federal and institutional policiescreated to foster industry-academia partnerships and commercialization of academic research.

Academic Motivations and Academic Self-Efficacy of Nursing Students

OpenAIRE

Gamze Sarikoc

2017-01-01

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

Salary adjustments and other changes to the Staff Rules & Regulations

CERN Document Server

Human Resources Department

2005-01-01

In accordance with decisions taken by the Finance Committee and Council in December 2004, salaries are adjusted with effect from 1 January 2005. Information on these decisions and other main changes concerning the Staff Rules & Regulations is summarised below: Scale of basic salaries and scale of stipends paid to fellows (Annex R A 1 and R A 2 respectively): increased by 1.3% with effect from 1 January 2005. Elements increased by 1.7%, following the movement of the Geneva consumer price index : Family Allowance and Child Allowance (Annex R A 4), with effect from 1 January 2005. Reimbursement of education fees: maximum amounts of reimbursement (Article R A 8.01) for the academic year 2004/2005 i.e. with effect from 1 September 2004. Related adjustments will be implemented wherever applicable to Paid Associates and Students. As in the past, variations occur in the actual percentage increases quoted, due to the ...

Transfer students in STEM majors at a Midwestern University: Academic and social involvement factors that influence student success

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Lopez, Carlos

background characteristics, community college experiences, university experiences, and the overall adjustment and cumulative GPA of transfer students from STEM non-engineering and engineering majors. In addition, students reported how their early experiences in science and mathematics inspired them to pursue a career in STEM. Even though students chose to go into STEM areas at the community college and university level due to prior interest, the role of academic advisors and faculty were crucial to the adjustment process. Thus, it is vital for academic advisors and faculty to assist students in researching the transfer process to four-year institutions because students need to understand why this is essential to their academic and social adjustment process. The results indicate that it is important to encourage students to interact inside and outside the classroom with other students and instructors. Also, students should become more involved in academic and social groups since these are important factors in enhancing their academic and social adjustment.

Association between overweight/obesity and academic performance in South Korean adolescents.

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Kim, Jong-Hyuck; So, Wi-Young

2013-12-01

The purpose of this study was to examine the relationship between academic performance and obesity/overweight among South Korean adolescents. Our data set included 72,399 adolescents in grades 7-12 who had participated in the 5th Korea Youth Risk Behaviour Web-based Survey (KYRBWS-V) in 2009. We assessed the association between academic performance and body mass index (BMI), using multivariate logistic regression analysis after adjusting for covariates such as age, parents' education level, economic status, mental stress experienced, sleep duration, frequency of muscle-strengthening exercises, smoking and drinking behaviour, and vigorous and moderate physical activity (PA). For boys, being overweight (compared with being of normal weight) had a significantly greater odds of poor academic performance (OR=1.182, 95% Cl 1.052-1.329, p=0.005). Obese boys had 1.182 (1.048-1.332, p=0.006), 1.461 (1.294-1.648, pperformance, respectively. In the analysis for girls, overweight girls had 1.314 (1.124-1.536, pacademic performance, respectively. Finally, obese girls had 1.374 (1.098-1.718, p=0.005), 1.672 (1.339-2.089, pacademic performance, respectively. Thus, overweight/obesity was negatively associated with academic performance in both boys and girls. The results of this study indicate that adolescents would benefit from weight management to prevent obesity and, possibly, improve academic performance.

Identifying Sources of Funding That Contribute to Scholastic Productivity in Academic Plastic Surgeons.

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Ruan, Qing Zhao; Cohen, Justin B; Baek, Yoonji; Chen, Austin D; Doval, Andres F; Singhal, Dhruv; Fukudome, Eugene Y; Lin, Samuel J; Lee, Bernard T

2018-04-01

Scholastic productivity has previously been shown to be positively associated with National Institute of Health (NIH) grants and industry funding. This study examines whether society, industry, or federal funding contributes toward academic productivity as measured by scholastic output of academic plastic surgeons. Institution Web sites were used to acquire academic attributes of full-time academic plastic surgeons. The Center for Medicare and Medicaid Services Open Payment database, NIH reporter, the Plastic Surgery Foundation (PSF), and American Association of Plastic Surgeons (AAPS) Web sites were accessed for funding and endowment details. Bibliometric data of each surgeon were then collected via Scopus to ascertain strengths of association with each source. Multiple linear regression analysis was used to identify significant contributors to high scholastic output. We identified 935 academic plastic surgeons with 94 (10.1%), 24 (2.6%), 724 (77.4%), and 62 (6.6%) receiving funding from PSF, AAPS, industry, and NIH, respectively. There were positive correlations in receiving NIH, PSF, and/or AAPS funding (P funding was found to negatively associate with PSF (r = -0.75, P = 0.022) grants. The NIH R award was consistently found to be the most predictive of academic output across bibliometrics, followed by the AAPS academic scholarship award. Conventional measures of academic seniority remained predictive across all measures used. Our study demonstrates for the first time interactions between industry, federal, and association funding. The NIH R award was the strongest determinant of high scholastic productivity. Recognition through AAPS academic scholarships seemed to associate with subsequent success in NIH funding.

Effects of interest-major congruence, motivation, and academic performance on timely degree attainment.

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Allen, Jeff; Robbins, Steve

2010-01-01

Using longitudinal student data from 15 four-year (n = 3,072) and 13 (n = 788) two-year postsecondary institutions, the authors tested the effects of interest-major congruence, motivation, and 1st-year academic performance on timely degree completion. Findings suggest that interest-major congruence has a direct effect on timely degree completion at both institutional settings and that motivation has indirect effects (via 1st-year academic performance). The total effects of both interest-major congruence and motivation on timely degree completion underscore the importance of both constructs in understanding student adjustment and postsecondary success. Implications for theory and counseling practice are discussed.

Improving operating room efficiency in academic children's hospital using Lean Six Sigma methodology.

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Tagge, Edward P; Thirumoorthi, Arul S; Lenart, John; Garberoglio, Carlos; Mitchell, Kenneth W

2017-06-01

Lean Six Sigma (LSS) is a process improvement methodology that utilizes a collaborative team effort to improve performance by systematically identifying root causes of problems. Our objective was to determine whether application of LSS could improve efficiency when applied simultaneously to all services of an academic children's hospital. In our tertiary academic medical center, a multidisciplinary committee was formed, and the entire perioperative process was mapped, using fishbone diagrams, Pareto analysis, and other process improvement tools. Results for Children's Hospital scheduled main operating room (OR) cases were analyzed, where the surgical attending followed themselves. Six hundred twelve cases were included in the seven Children's Hospital operating rooms (OR) over a 6-month period. Turnover Time (interval between patient OR departure and arrival of the subsequent patient) decreased from a median 41min in the baseline period to 32min in the intervention period (p<0.0001). Turnaround Time (interval between surgical dressing application and subsequent surgical incision) decreased from a median 81.5min in the baseline period to 71min in the intervention period (p<0.0001). These results demonstrate that a coordinated multidisciplinary process improvement redesign can significantly improve efficiency in an academic Children's Hospital without preselecting specific services, removing surgical residents, or incorporating new personnel or technology. Prospective comparative study, Level II. Copyright © 2017 Elsevier Inc. All rights reserved.

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

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

2016-01-01

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

Productive procrastination: academic procrastination style predicts academic and alcohol outcomes

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

2017-01-01

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

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

Science.gov (United States)

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

2017-03-01

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

Academic Hospitality

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Phipps, Alison; Barnett, Ronald

2007-01-01

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

Is Clostridium difficile infection a risk factor for subsequent bloodstream infection?

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Ulrich, Robert J; Santhosh, Kavitha; Mogle, Jill A; Young, Vincent B; Rao, Krishna

2017-12-01

Clostridium difficile infection (CDI) is a common nosocomial diarrheal illness increasingly associated with mortality in United States. The underlying factors and mechanisms behind the recent increases in morbidity from CDI have not been fully elucidated. Murine models suggest a mucosal barrier breakdown leads to bacterial translocation and subsequent bloodstream infection (BSI). This study tests the hypothesis that CDI is associated with subsequent BSI in humans. We conducted a retrospective cohort study on 1132 inpatients hospitalized >72 h with available stool test results for toxigenic C. difficile. The primary outcome was BSI following CDI. Secondary outcomes included 30-day mortality, colectomy, readmission, and ICU admission. Unadjusted and adjusted logistic regression models were developed. CDI occurred in 570 of 1132 patients (50.4%). BSI occurred in 86 (7.6%) patients. Enterococcus (14%) and Klebsiella (14%) species were the most common organisms. Patients with BSI had higher comorbidity scores and were more likely to be male, on immunosuppression, critically ill, and have a central venous catheter in place. Of the patients with BSI, 36 (42%) had CDI. CDI was not associated with subsequent BSI (OR 0.69; 95% CI 0.44-1.08; P = 0.103) in unadjusted analysis. In multivariable modeling, CDI appeared protective against subsequent BSI (OR 0.57; 95% CI 0.34-0.96; P = 0.036). Interaction modeling suggests a complicated relationship among CDI, BSI, antibiotic exposure, and central venous catheter use. In this cohort of inpatients that underwent testing for CDI, CDI was not a risk factor for developing subsequent BSI. Copyright © 2017 Elsevier Ltd. All rights reserved.

Academic Self-Perception and Its Relationship to Academic Performance

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Stringer, Ronald W.; Heath, Nancy

2008-01-01

One hundred and fifty-five students (average age, 10 years 7 months) were initially tested on reading, arithmetic, and academic self-perception. One year later they were tested again. Initial academic scores accounted for a large proportion of the variance in later academic scores. The children's self-perceptions of academic competence accounted…

The relationship between unhealthy snacking at school and academic outcomes: a population study in Chilean schoolchildren.

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Correa-Burrows, Paulina; Burrows, Raquel; Orellana, Yasna; Ivanovic, Daniza

2015-08-01

We examined the association between unhealthy snacking at school and academic outcomes in students from the Santiago Metropolitan Region (Chile). Cross-sectional population-based study. We measured the nutritional quality of snacks at school using an FFQ, and accounting for the amounts of saturated fat, fibre, sugar and salt in the foods, and academic outcomes using national standardized test scores in Language and Mathematics. Multivariate regression analyses modelled the relationship between unhealthy snacking at school (exposure), potential confounders and performance in Mathematics and Language (outcomes). Random sample of 1073 students (13.1 (SD 2.3) years old) attending public, partially subsidized and private schools. Fifty-six per cent of students ate items at snack time that were high in fat, sugar, salt and energy, and thus were considered to have unhealthy snaking. Thirty-six per cent and 8% were considered to have poor-to-fair and healthy snacking, respectively. Unhealthy snacking significantly lowered the odds of good academic performance in both domains. Students having unhealthy snacks were 56% less likely to pass in Language (fully adjusted OR = 0.44; 95% CI 0.23, 0.85) and 66% less likely to pass in Mathematics (fully adjusted OR = 0.34; 95% CI 0.19, 0.64) compared with students having healthy snack items. Schoolchildren eating unhealthy foods at snack time had worse academic performance in Language and Mathematics, as measured by a standardized test. Although association does not imply causation, these findings support the notion that academic and health-related behaviours are linked. More research is needed on the effect of school health programmes on educational outcomes.

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents

Science.gov (United States)

2011-01-01

Background Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. Methods The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. Results In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. Conclusions The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students. PMID:21235802

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents

Directory of Open Access Journals (Sweden)

Fukuda Sanae

2011-01-01

Full Text Available Abstract Background Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. Methods The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. Results In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. Conclusions The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students.

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents.

Science.gov (United States)

Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-01-14

Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students.

Lower Rates of Promotion of Generalists in Academic Medicine: A Follow-up to the National Faculty Survey.

Science.gov (United States)

Blazey-Martin, Deborah; Carr, Phyllis L; Terrin, Norma; Breeze, Janis L; Luk, Carolyn; Raj, Anita; Freund, Karen M

2017-07-01

Prior cross-sectional research has found that generalists have lower rates of academic advancement than specialists and basic science faculty. Our objective was to examine generalists relative to other medical faculty in advancement and academic productivity. In 2012, we conducted a follow-up survey (n = 607) of 1214 participants in the 1995 National Faculty Survey cohort and supplemented survey responses with publicly available data. Participants were randomly selected faculty from 24 US medical schools, oversampling for generalists, underrepresented minorities, and senior women. The primary outcomes were (1) promotion to full professor and (2) productivity, as indicated by mean number of peer-reviewed publications, and federal grant support in the prior 2 years. When comparing generalists with medical specialists, surgical specialists, and basic scientists on these outcomes, we adjusted for gender, race/ethnicity, effort distribution, parental and marital status, retention in academic career, and years in academia. When modeling promotion to full professor, we also adjusted for publications. In the intervening 17 years, generalists were least likely to have become full professors (53%) compared with medical specialists (67%), surgeons (66%), and basic scientists (78%, p advancement appears to be related to their lower rate of publication.

Variability in case-mix adjusted in-hospital cardiac arrest rates.

Science.gov (United States)

Merchant, Raina M; Yang, Lin; Becker, Lance B; Berg, Robert A; Nadkarni, Vinay; Nichol, Graham; Carr, Brendan G; Mitra, Nandita; Bradley, Steven M; Abella, Benjamin S; Groeneveld, Peter W

2012-02-01

It is unknown how in-hospital cardiac arrest (IHCA) rates vary across hospitals and predictors of variability. Measure variability in IHCA across hospitals and determine if hospital-level factors predict differences in case-mix adjusted event rates. Get with the Guidelines Resuscitation (GWTG-R) (n=433 hospitals) was used to identify IHCA events between 2003 and 2007. The American Hospital Association survey, Medicare, and US Census were used to obtain detailed information about GWTG-R hospitals. Adult patients with IHCA. Case-mix-adjusted predicted IHCA rates were calculated for each hospital and variability across hospitals was compared. A regression model was used to predict case-mix adjusted event rates using hospital measures of volume, nurse-to-bed ratio, percent intensive care unit beds, palliative care services, urban designation, volume of black patients, income, trauma designation, academic designation, cardiac surgery capability, and a patient risk score. We evaluated 103,117 adult IHCAs at 433 US hospitals. The case-mix adjusted IHCA event rate was highly variable across hospitals, median 1/1000 bed days (interquartile range: 0.7 to 1.3 events/1000 bed days). In a multivariable regression model, case-mix adjusted IHCA event rates were highest in urban hospitals [rate ratio (RR), 1.1; 95% confidence interval (CI), 1.0-1.3; P=0.03] and hospitals with higher proportions of black patients (RR, 1.2; 95% CI, 1.0-1.3; P=0.01) and lower in larger hospitals (RR, 0.54; 95% CI, 0.45-0.66; PCase-mix adjusted IHCA event rates varied considerably across hospitals. Several hospital factors associated with higher IHCA event rates were consistent with factors often linked with lower hospital quality of care.

Hacking in the University: Contesting the Valorisation of Academic Labour

Directory of Open Access Journals (Sweden)

Joss Winn

2013-11-01

Full Text Available In this article I argue for a different way of understanding the emergence of hacker culture. In doing so, I outline an account of ‘the university’ as an institution that provided the material and subsequent intellectual conditions that early hackers were drawn to and in which they worked. I argue that hacking was originally a form of academic labour that emerged out of the intensification and valorisation of scientific research within the institutional context of the university. The reproduction of hacking as a form of academic labour took place over many decades as academics and their institutions shifted from an ideal of unproductive, communal science to a more productive, entrepreneurial approach to the production of knowledge.  A such, I view hacking as a peculiar, historically situated form of labour that arose out of the contradictions of the academy: vocation vs. profession; teaching vs. research; basic vs. applied research; research vs. development; private vs. public; war vs. peace; institutional autonomy vs. state dependence; scientific communalism vs. intellectual property.

Life-span adjustment of children to their parents' divorce.

Science.gov (United States)

Amato, P R

1994-01-01

Children who experience parental divorce, compared with children in intact two-parent families, exhibit more conduct problems, more symptoms of psychological maladjustment, lower academic achievement, more social difficulties, and poorer self-concepts. Similarly, adults who experienced parental divorce as children, compared with adults raised in continuously intact two-parent families, score lower on a variety of indicators of psychological, interpersonal, and socioeconomic well-being. However, the overall group differences between offspring from divorced and intact families are small, with considerable diversity existing in children's reactions to divorce. Children's adjustment to divorce depends on several factors, including the amount and quality of contact with noncustodial parents, the custodial parents' psychological adjustment and parenting skills, the level of interparental conflict that precedes and follows divorce, the degree of economic hardship to which children are exposed, and the number of stressful life events that accompany and follow divorce. These factors can be used as guides to assess the probable impact of various legal and therapeutic interventions to improve the well-being of children of divorce.

Academic Training: Academic Training Lectures-Questionnaire

CERN Multimedia

2004-01-01

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

Long-Term Chinese Students' Transitional Experiences in UK Higher Education: A Particular Focus on Their Academic Adjustment

Science.gov (United States)

Wang, Isobel Kai-Hui

2018-01-01

The global population of students pursuing studies abroad continues to grow, and consequently their intercultural experiences are receiving greater research attention. However, research into long-term student sojourners' academic development and personal growth is still in its infancy. A parallel mixed method study was designed to investigate the…

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

Science.gov (United States)

Zacks, Shlomo; Hen, Meirav

2018-01-01

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

Future Orientation, Social Support, and Psychological Adjustment among Left-behind Children in Rural China: A Longitudinal Study.

Science.gov (United States)

Su, Shaobing; Li, Xiaoming; Lin, Danhua; Zhu, Maoling

2017-01-01

Existing research has found that parental migration may negatively impact the psychological adjustment of left-behind children. However, limited longitudinal research has examined if and how future orientation (individual protective factor) and social support (contextual protective factor) are associated with the indicators of psychological adjustment (i.e., life satisfaction, school satisfaction, happiness, and loneliness) of left-behind children. In the current longitudinal study, we examined the differences in psychological adjustment between left-behind children and non-left behind children (comparison children) in rural areas, and explored the protective roles of future orientation and social support on the immediate (cross-sectional effects) and subsequent (lagged effects) status of psychological adjustment for both groups of children, respectively. The sample included 897 rural children ( M age = 14.09, SD = 1.40) who participated in two waves of surveys across six months. Among the participants, 227 were left-behind children with two parents migrating, 176 were with one parent migrating, and 485 were comparison children. Results showed that, (1) left-behind children reported lower levels of life satisfaction, school satisfaction, and happiness, as well as a higher level of loneliness in both waves; (2) After controlling for several demographics and characteristics of parental migration among left-behind children, future orientation significantly predicted life satisfaction, school satisfaction, and happiness in both cross-sectional and longitudinal regression models, as well as loneliness in the longitudinal regression analysis. Social support predicted immediate life satisfaction, school satisfaction, and happiness, as well as subsequent school satisfaction. Similar to left-behind children, comparison children who reported higher scores in future orientation, especially future expectation, were likely to have higher scores in most indicators of

Future Orientation, Social Support, and Psychological Adjustment among Left-behind Children in Rural China: A Longitudinal Study

Directory of Open Access Journals (Sweden)

Shaobing Su

2017-08-01

Full Text Available Existing research has found that parental migration may negatively impact the psychological adjustment of left-behind children. However, limited longitudinal research has examined if and how future orientation (individual protective factor and social support (contextual protective factor are associated with the indicators of psychological adjustment (i.e., life satisfaction, school satisfaction, happiness, and loneliness of left-behind children. In the current longitudinal study, we examined the differences in psychological adjustment between left-behind children and non-left behind children (comparison children in rural areas, and explored the protective roles of future orientation and social support on the immediate (cross-sectional effects and subsequent (lagged effects status of psychological adjustment for both groups of children, respectively. The sample included 897 rural children (Mage = 14.09, SD = 1.40 who participated in two waves of surveys across six months. Among the participants, 227 were left-behind children with two parents migrating, 176 were with one parent migrating, and 485 were comparison children. Results showed that, (1 left-behind children reported lower levels of life satisfaction, school satisfaction, and happiness, as well as a higher level of loneliness in both waves; (2 After controlling for several demographics and characteristics of parental migration among left-behind children, future orientation significantly predicted life satisfaction, school satisfaction, and happiness in both cross-sectional and longitudinal regression models, as well as loneliness in the longitudinal regression analysis. Social support predicted immediate life satisfaction, school satisfaction, and happiness, as well as subsequent school satisfaction. Similar to left-behind children, comparison children who reported higher scores in future orientation, especially future expectation, were likely to have higher scores in most indicators of

Mark Olssen on Neoliberalisation of Higher Education and Academic Lives: An Interview

Science.gov (United States)

Raaper, Rille; Olssen, Mark

2016-01-01

This article is based on an interview conducted with Mark Olssen in October 2014, and the subsequent discussions. These conversations invited Olssen to reflect on his experiences of neoliberalism as a practising academic who has worked in the UK for some 14 years, and also to comment as a researcher and writer who is well known for his work on…

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

Science.gov (United States)

Goroshit, Marina

2018-01-01

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

Academic Mathematicians' Dispositions toward Software Use in Mathematics Instruction: What Are the Underlying Reasons?

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Khoshaim, Heba Bakr

2012-01-01

Academic mathematicians' opinions are divided regarding software use in undergraduate mathematics instruction. This study explored these opinions through interviews and a subsequent survey of mathematicians at PhD-granting institutions in the United States regarding their dispositions and the underlying attitudes. Most prior related work had…

Schooling Background and Academic Academic Achievement of Agricultural Students

Directory of Open Access Journals (Sweden)

N. Jayakumar

2016-05-01

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

Why Do Academics Use Academic Social Networking Sites?

Science.gov (United States)

Meishar-Tal, Hagit; Pieterse, Efrat

2017-01-01

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

Perceived academic benefit is associated with nonmedical prescription stimulant use among college students.

Science.gov (United States)

Arria, Amelia M; Geisner, Irene M; Cimini, M Dolores; Kilmer, Jason R; Caldeira, Kimberly M; Barrall, Angelica L; Vincent, Kathryn B; Fossos-Wong, Nicole; Yeh, Jih-Cheng; Rhew, Isaac; Lee, Christine M; Subramaniam, Geetha A; Liu, David; Larimer, Mary E

2018-01-01

College students are at higher than average risk for nonmedical use of prescription stimulants (NPS). A commonly identified motive among students who engage in NPS is to improve grades. Several research studies have observed that NPS most likely does not confer an academic advantage, and is associated with excessive drinking and other drug use. This study documents the proportion of the general college student population who believe that NPS will lead to improvements in academic performance. This study gathered online survey data from a large, demographically diverse sample of college students to document the prevalence of perceived academic benefit of NPS for improving grades and to examine the association between such belief and NPS. Overall, 28.6% agreed or strongly agreed that NPS could help students earn higher grades, and an additional 38.0% were unsure. Students with a higher level of perceived academic benefit of NPS and more frequent patterns of drinking and marijuana use were more likely to engage in NPS, even after adjustment for a wide range of covariates. The results underscore the need for interventions that simultaneously correct misperceptions related to academic benefit and target alcohol and marijuana use to reduce NPS. Copyright © 2017 Elsevier Ltd. All rights reserved.

Relationship of level of physical skills and academic achievemnts

OpenAIRE

Doubková, Karolína

2010-01-01

The thesis aims to investigate whether there is dependence between the level of physical skills and achievements in school. By means of test I will analyze the level of physical skills for pupils in lower multi-annual gymnasium. Based on the measured results I try to find and compare the level of physical skills and students academic achievemnt dependence in the first semester of that year. Subsequently I also detect, by using my pre-prepared questionnaire, the relationship of students to spo...

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

Science.gov (United States)

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

2017-01-01

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

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

Science.gov (United States)

Abd-Elmotaleb, Moustafa; Saha, Sudhir K.

2013-01-01

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

Training Patterns and Lifetime Career Achievements of US Academic Cardiothoracic Surgeons.

Science.gov (United States)

Rosati, Carlo Maria; Valsangkar, Nakul P; Gaudino, Mario; Blitzer, David; Vardas, Panos N; Girardi, Leonard N; Turrentine, Mark W; Brown, John W; Koniaris, Leonidas G

2017-03-01

We aimed to investigate the impact of taking dedicated time for research (DTR) during training and/or getting a PhD on subsequent career achievements of US academic cardiothoracic surgeons. Online resources (institutional Web sites, CTSNet, Scopus, NIH RePORTER) were queried to collect training information (timing of medical school/residency/fellowship graduation, DTR, PhD) and academic metrics (publications, citations, research funding) for 694 academic cardiothoracic surgeons practicing at 56 premiere US institutions. Excluding missing data, 464 (75 %) surgeons took DTR and 156 (25 %) did not; 629 (91 %) were MD only and 65 (9 %) also had a PhD. DTR was associated with higher number of ongoing publications (~5.6/year vs. ~3.8/year), with no difference for accrued number of total citations. History of DTR was more prevalent among surgeons with versus without NIH funding (87 vs. 71 %; p advancement, NIH funding, or leadership roles was found for those with a PhD. Among cardiothoracic surgeons, devoting time during the training years exclusively to research might be associated with higher career-long academic productivity in terms of annual number new publications and ability to get NIH funding, but without significant impact in terms of academic rank or institutional role advancement. No significant difference was found between those with versus without a PhD in terms of career-long number of publications/citations, academic rank, NIH funding, or leadership role, even though sample size might have been insufficient to identify any such potential difference.

Association Between Parenting Style and Socio-Emotional and Academic Functioning in Children With and Without ADHD: A Community-Based Study.

Science.gov (United States)

Bhide, Sampada; Sciberras, Emma; Anderson, Vicki; Hazell, Philip; Nicholson, Jan M

2016-07-28

In a community-based study, we examined parenting style and its relationship to functioning in 6- to 8-year-old children (n = 391; 66.2% male) with ADHD (n = 179), compared with non-ADHD controls (n = 212). Parenting style was assessed using parent-reported (93.5% female) measures of warmth, consistency, and anger. Child socio-emotional and academic functioning was measured via parent- and teacher-reported scales, and direct academic assessment. Parents reported less consistency and more anger in the ADHD group compared with non-ADHD controls, with no differences in warmth. Parenting warmth, consistency, and anger were associated with parent-reported aspects of socio-emotional functioning for children with ADHD and non-ADHD controls, after adjusting for socio-demographic variables, externalizing comorbidities, and ADHD symptom severity. Parenting style was no longer related to academic functioning and most teacher-reported outcomes after adjustment. Generic parenting interventions that promote warm, consistent, and calm parenting may help alleviate socio-emotional impairments in children with ADHD. © The Author(s) 2016.

Academic performance in adolescents born after ART-a nationwide registry-based cohort study.

Science.gov (United States)

Spangmose, A L; Malchau, S S; Schmidt, L; Vassard, D; Rasmussen, S; Loft, A; Forman, J; Pinborg, A

2017-02-01

Is academic performance in adolescents aged 15-16 years and conceived after ART, measured as test scores in ninth grade, comparable to that for spontaneously conceived (SC) adolescents? ART singletons had a significantly lower mean test score in the adjusted analysis when compared with SC singletons, yet the differences were small and probably not of clinical relevance. Previous studies have shown similar intelligence quotient (IQ) levels in ART and SC children, but only a few have been on adolescents. Academic performance measured with standardized national tests has not previously been explored in a complete national cohort of adolescents conceived after ART. A Danish national registry-based cohort including all 4766 ART adolescents (n = 2836 singletons and n = 1930 twins) born in 1995-1998 were compared with two SC control cohorts: a randomly selected singleton population (n = 5660) and all twins (n = 7064) born from 1995 to 1998 in Denmark. Nine children who died during the follow-up period were excluded from the study. Mean test scores on a 7-point-marking scale from -3 to 12 were compared, and adjustments were made for relevant reproductive and socio-demographic covariates including occupational and educational level of the parents. The crude mean test score was higher in both ART singletons and ART twins compared with SC adolescents. The crude mean differences were +0.41 (95% CI 0.30-0.53) and +0.45 (95% CI 0.28-0.62) between ART and SC singletons and between ART and SC twins, respectively. However, the adjusted mean overall test score was significantly lower for ART singletons compared with SC singletons (adjusted mean difference -0.15 (95% CI -0.29-(-0.02))). For comparison, the adjusted mean difference was +2.05 (95% CI 1.82-2.28) between the highest and the lowest parental educational level, suggesting that the effect of ART is weak compared with the conventional predictors. The adjusted analyses showed significantly lower mean test scores in mathematics

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

OpenAIRE

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

2017-01-01

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

42 CFR 412.64 - Federal rates for inpatient operating costs for Federal fiscal year 2005 and subsequent fiscal...

Science.gov (United States)

2010-10-01

... prospective payment rate is based on the geographic location of the hospital facility at which the discharge... percentage change for updating the standardized amount is— (i) For fiscal year 2005 through fiscal year 2009... adjust the standardized amount for subsequent fiscal years so as to eliminate the effect of such coding...

Adjustment Criterion and Algorithm in Adjustment Model with Uncertain

Directory of Open Access Journals (Sweden)

SONG Yingchun

2015-02-01

Full Text Available Uncertainty often exists in the process of obtaining measurement data, which affects the reliability of parameter estimation. This paper establishes a new adjustment model in which uncertainty is incorporated into the function model as a parameter. A new adjustment criterion and its iterative algorithm are given based on uncertainty propagation law in the residual error, in which the maximum possible uncertainty is minimized. This paper also analyzes, with examples, the different adjustment criteria and features of optimal solutions about the least-squares adjustment, the uncertainty adjustment and total least-squares adjustment. Existing error theory is extended with new observational data processing method about uncertainty.

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

Directory of Open Access Journals (Sweden)

hamid Asayesh

2016-09-01

Full Text Available Background and Objectives: Learning is a stressful experience of human life; reduced adaption to stressors causes academic burnout which is a reason for academic failure among students. This study investigated the correlation among academic stress, academic burnout, and academic performance in nursing and paramedic students of Qom University of Medical Sciences. Methods: In this descriptive, cross-sectional study, 264 nursing and paramedic students were randomly selected. Demographic characteristics checklist, academic burnout questionnaire, and academic stress scale were used to gather data, and grade point average was considered to be the indicator of academic performance. Linear regression analysis was used to analyze the data. The level of significance was considered to be p<0.05. Results: The mean score for students' academic burnout was 28.52±15.84. Univariate regression analysis showed that the students' employment, years of education, academic performance, and all academic stress subscales had a significant correlation with academic burnout. According to multivariate regression analysis, having a field of study-related occupation was a protective factor and academic stress a risk factor for academic burnout. Conclusion: The findings of this study showed that a large proportion of students experienced academic burnout, and students with higher levels of stress experienced more severe academic burnout and had poorer performance. Therefore, training ways to cope with stress can cause reduction in academic burnout and improvement of performance.

Academic and non-academic predictors of success on the Nottingham undergraduate medical course 1970-1995.

Science.gov (United States)

James, D; Chilvers, C

2001-11-01

To identify academic and non-academic predictors of success of entrants to the Nottingham medical course over the first 25 completed years of the course's existence. SETTING, DESIGN AND MAIN OUTCOME MEASURES: Retrospective study of academic and non-academic characteristics of 2270 entrants between 1970 and 1990, and their subsequent success. Analyses were undertaken of two cohorts (entrants between 1970 and 1985 and entrants between 1986 and 1990). Overall, 148 of 2270 (6.5%) entrants left the course, with the highest proportion being from the first 6 years (10.7%). Of the 148 leavers, 58 (39.2%) did so after obtaining their BMedSci degree. Concerning non-academic factors, in the 1970-85 cohort, applicants from the later years and those not taking a year out were more successful. However, these two factors had no influence on outcome in 1986-90. In contrast, ethnicity and gender were highly significant predictors of success in obtaining honours at BMBS in 1986-90 but at no other exam nor in the earlier years. Older, mature or graduate entrants were more successful at obtaining a first-class degree at BMedSci for the whole 21 years. However, they were less likely to be successful at passing the BMBS. With regard to academic factors, overall, A grades at Ordinary level/General Certificate of Secondary Education (O-Level/GCSE) were inconsistent independent predictors of success. However, for 1986-90, high grades at O-Level/GCSE chemistry and biology were strong independent predictors of success at BMedSci and BMBS. Very few Advanced level (A-Level) criteria were independent predictors of success for 1970-85. In contrast, for 1986-90 entrants, achieving a high grade at A-Level chemistry predicted success at obtaining a first-class degree at BMedSci, and a high grade at A-Level biology predicted success at BMBS. Over the 21 years, the majority of entrants achieved significantly lower grades at A-Level than predicted. General Studies A-Level was a poor predictor of

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

Science.gov (United States)

Lee, Su Hyun; Jeon, Woo Taek

2015-03-01

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

Associations between parenting style, physical discipline, and adjustment in adolescents' reports.

Science.gov (United States)

Gunnoe, Marjorie Lindner

2013-06-01

Recollections of physical discipline as absent, age-delimited (ages 2-11), or present into adolescence were associated with youths' evaluations of their mothers' and fathers' parenting styles and their own adjustment. Data were from the Portraits of American Life Study-Youth (PALS-Y) a diverse, national sample of 13- to 18-year-olds (N = 158). The modal experience of youth with authoritative parents was age-delimited spanking; the modal experience of youth with permissive parents was no spanking; the modal experience of youth with authoritarian or disengaged parents was physical discipline into adolescence. The age-delimited group reported the best adjustment (less maladjustment than the adolescent group; greater competence than both other groups). The positive association between fathers' age-delimited spanking and youths' academic rank persisted even after accounting for parenting styles. The eschewing of spanking should not be listed as a distinguishing characteristic of authoritative parenting, which was more often associated with age-delimited spanking than with zero-usage.

Examining the Role of the Library in Promoting the Academic Achievement of English Learners

Science.gov (United States)

de Souza, Marcela

2016-01-01

The purpose of this article is to share findings from a qualitative study showing the positive influences the local public library and the school library had on the personal and academic lives of 18 low-income English language learners of Mexican descent while they were adjusting to the numerous demands of school in the US. For these students, the…

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

Science.gov (United States)

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

2013-07-01

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

Academic writing

Science.gov (United States)

Eremina, Svetlana V.

2003-10-01

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

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

Science.gov (United States)

Balkis, Murat; Duru, Erdinç

2017-01-01

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

Adolescent mental health and subsequent parenting: a longitudinal birth cohort study.

Science.gov (United States)

Byford, M; Abbott, R A; Maughan, B; Kuh, D; Richards, M

2014-05-01

Adolescent mental health problems are associated with a range of adverse outcomes in adulthood but little is known about the effects on adult parenting practices. This study aimed to examine prospective associations between adolescent conduct and emotional problems and subsequent parenting behaviours in adulthood. The study sample comprised 1110 members from the MRC National Survey of Health and Development. Prospective data were collected from teacher reports of conduct and emotional problems at age 13 and 15 years and adult outcome measures of parenting included intellectual environment, cognitive stimulation, coercive discipline, parental interest and parental aspiration. In regression models adjusted for the confounding effects of social background, cognition and education, adolescent conduct problems predicted coercive parenting behaviours in adulthood. The effects of adolescent emotional problems on the development of coercive discipline practices were explained by covariates. Likewise, the inability of parents who displayed conduct problems in adolescence to provide an intellectually stimulating home environment was fully explained by the adjustment for education. Adolescents who exhibit conduct problems are more likely to develop coercive styles of parenting.

Splenectomy increases the subsequent risk of systemic lupus erythematosus.

Science.gov (United States)

Hsu, Chao-Yu; Chen, Hsuan-Ju; Hsu, Chung Y; Kao, Chia-Hung

2016-02-01

Splenectomy may be necessary to treat systemic lupus erythematosus (SLE) patients with thrombocytopenia; however, whether performing a splenectomy on patients without SLE increases the subsequent risk of SLE remains unknown. Therefore, this study was conducted to determine the association between splenectomy and SLE. We conducted a cohort study by using data from the Taiwan National Health Institute Research Database to identify 10,298 patients with received a splenectomy between 2000 and 2006 and 41,192 participants without received a splenectomy who were selected by frequency matched based on sex, age, and the index year. Cox proportional hazards models were used to estimate the hazard ratios (HRs) and 95 % confidence intervals (CIs) of developing SLE associated with splenectomy compared with patients who did not receive a splenectomy. During the study period, the overall incidence density rate of SLE was higher in the splenectomy cohort than in the non-splenectomy cohort (adjusted HR 10.55; 95 % CI 50.55-20.05). The incidence density rates of SLE in women and men who received a splenectomy were higher than those of patients who did not receive a splenectomy. Non-traumatic splenectomy increases the subsequent risk of SLE. The risk of SLE should be considered before performing a splenectomy, particularly in women and younger patients.

Association of pediatric obstructive sleep apnea with poor academic performance: A school-based study from India.

Science.gov (United States)

Goyal, Abhishek; Pakhare, Abhijit P; Bhatt, Girish C; Choudhary, Bharat; Patil, Rajesh

2018-01-01

Pediatric obstructive sleep apnea (OSA) is a highly prevalent but often neglected disorder. There is paucity of reports on the prevalence of pediatric OSA from India. This study was done to estimate the prevalence of OSA in school children aged 5-10 years and its association with academic performance. This school-based cross-sectional epidemiological study was conducted from July 2015 to November 2015. A questionnaire seeking information on sociodemographic variables, school performance, sleeping pattern, and a validated 22-item pediatrics sleep-related breathing disorder (SRBD) scale was distributed to 1820 pupils in three primary schools. The prevalence of OSA (defined as SRBD score >33%) was reported as proportion and its 95% confidence interval (CI). We received 1520 questionnaires out of 1820 distributed and of which 1346 were complete and were analyzed. The prevalence of OSA among children in our study was 9.6% (95% CI: 8.1%-11.7%). On multivariate analysis, working mother (adjusted odds ratio [OR]: 1.8; 95% CI: 1.2-2.7), sleep bruxism (adjusted OR: 1.7; 95% CI: 1.1-2.6), and sleep talking (adjusted OR: 3.0; 95% CI: 1.9-4.7) were found to be independently associated with OSA. Students with positive SRBD were more prone to nocturnal enuresis (NE) (OR 3.48; 95% CI 2.27-5.26) and poor academic performance in all subjects. OSA is highly prevalent (9.6%) in Indian children. OSA is associated with NE and poor academic performance in all subjects. This study found association of maternal occupation and OSA which needs to be confirmed in larger studies.

Association of pediatric obstructive sleep apnea with poor academic performance: A school-based study from India

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Abhishek Goyal

2018-01-01

Full Text Available Background: Pediatric obstructive sleep apnea (OSA is a highly prevalent but often neglected disorder. There is paucity of reports on the prevalence of pediatric OSA from India. This study was done to estimate the prevalence of OSA in school children aged 5–10 years and its association with academic performance. Methodology: This school-based cross-sectional epidemiological study was conducted from July 2015 to November 2015. A questionnaire seeking information on sociodemographic variables, school performance, sleeping pattern, and a validated 22-item pediatrics sleep-related breathing disorder (SRBD scale was distributed to 1820 pupils in three primary schools. The prevalence of OSA (defined as SRBD score >33% was reported as proportion and its 95% confidence interval (CI. Results: We received 1520 questionnaires out of 1820 distributed and of which 1346 were complete and were analyzed. The prevalence of OSA among children in our study was 9.6% (95% CI: 8.1%–11.7%. On multivariate analysis, working mother (adjusted odds ratio [OR]: 1.8; 95% CI: 1.2–2.7, sleep bruxism (adjusted OR: 1.7; 95% CI: 1.1–2.6, and sleep talking (adjusted OR: 3.0; 95% CI: 1.9–4.7 were found to be independently associated with OSA. Students with positive SRBD were more prone to nocturnal enuresis (NE (OR 3.48; 95% CI 2.27–5.26 and poor academic performance in all subjects. Conclusion: OSA is highly prevalent (9.6% in Indian children. OSA is associated with NE and poor academic performance in all subjects. This study found association of maternal occupation and OSA which needs to be confirmed in larger studies.

Cough during infancy and subsequent childhood asthma.

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Oren, E; Rothers, J; Stern, D A; Morgan, W J; Halonen, M; Wright, A L

2015-09-01

Wheezing in infancy has been associated with subsequent asthma, but whether cough similarly influences asthma risk has been little studied. We sought to determine whether prolonged cough and cough without cold in the first year of life are associated with childhood asthma. Participants in the Infant Immune Study, a non-selected birth cohort, were surveyed 7 times in the first 9 months of life regarding the presence of wheeze and cough. Cough for more than 28 days was defined as prolonged. Parents were asked at 1 year if the child ever coughed without a cold. Asthma was defined as parental report of physician diagnosis of asthma, with symptoms or medication use between 2 and 9 years. Logistic regression was used to assess adjusted odds for asthma associated with cough characteristics. A total of 24% (97) of children experienced prolonged cough and 23% (95) cough without cold in the first 9 months, respectively. Prolonged cough was associated with increased risk of asthma relative to brief cough (OR 3.57, CI: 1.88, 6.76), with the risk being particularly high among children of asthmatic mothers. Cough without cold (OR 3.13, 95% CI: 1.76, 5.57) was also independently associated with risk of childhood asthma. Both relations persisted after adjustment for wheeze and total IgE at age 1. Prolonged cough in infancy and cough without cold are associated with childhood asthma, independent of infant wheeze. These findings suggest that characteristics of cough in infancy are early markers of asthma susceptibility, particularly among children with maternal asthma. © 2015 John Wiley & Sons Ltd.

Risk of pacemaker implantation subsequent to radiotherapy for early-stage breast cancer in Denmark, 1982-2005

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Rehammar, Jens Christian; Videbaek, L.; Brock Johansen, J.

2015-01-01

. Objectives: The aim of this study was to examine the risk of severe conduction abnormalities evaluated by implantation of a pacemaker, subsequent to breast cancer radiotherapy. Methods: From the database of the Danish Breast Cancer Collaborative Group, we identified women treated with radiotherapy for early......-stage breast cancer in Denmark from 1982 to 2005. By record linkage to the Danish Pacemaker and ICD Registry information was retrieved on pacemaker implants subsequent to radiotherapy. Rate ratios (RR) of pacemaker implantation for left versus right sided breast cancer were calculated. Results: Among 18......,308 women treated with radiotherapy for early-stage breast cancer, 179 women had a pacemaker implanted subsequent to radiotherapy, 90 in 9,315 left sided and 89 in 8,993 right sided breast cancers. The unadjusted RR was 1.02 (0.76-1.36 95% CI, p=0.91) and the RR adjusted for year, age and time since...

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School.

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Longobardi, Claudio; Prino, Laura E; Marengo, Davide; Settanni, Michele

2016-01-01

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict

Employment among schoolchildren and its associations with adult substance use, psychological well-being, and academic achievement.

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Iosua, Ella E; Gray, Andrew R; McGee, Rob; Landhuis, C Erik; Keane, Raewyn; Hancox, Robert J

2014-10-01

To examine the association between paid part-time employment among schoolchildren, and adult substance use, psychological well-being, and academic achievement. Longitudinal data from the Dunedin Multidisciplinary Health and Development Study were used to evaluate the association between employment at each of 11, 13, and 15 years and adult smoking, regular alcohol binge drinking, regular cannabis use, sense of coherence, social participation, positive coping style, prosociality, no formal qualifications, and university degree. Associations were initially assessed using unadjusted regression analyses and then adjusted for the potential childhood confounders intelligence quotient, reading development, Student's Perception of Ability Scale, socioeconomic disadvantage, family climate, harsh parent-child interaction, parental opinion of their child's attitude to school, and child's personal attitude to school. Employment at 11 years of age was associated with a lower odds of adult smoking; the odds of subsequent regular alcohol binge drinking were greater for those who were employed at age 13; and higher adult rates of social participation and prosociality were identified for adolescents who were employed at 15 years of age. When the potential confounders were controlled, employment at age 13 was predictive of both adult smoking and regular binge drinking, and working at 15 years of age was protective against regular cannabis use and associated with greater social participation. There is no consistent evidence that exposing schoolchildren to part-time employment compromised subsequent health, well-being, and education in a developed country. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Family environment and adolescent psychological well-being, school adjustment, and problem behavior: a pioneer study in a Chinese context.

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Shek, D T

1997-03-01

Chinese secondary school students (N = 365) responded to instruments measuring their family environment, psychological well-being, school adjustment, and problem behavior. Measures of the family environment include perceived paternal and maternal parenting styles, family functioning, and conflict with father and mother. Results from bivariate and canonical correlation analyses showed that in general, adolescents' perceptions of parenting styles, family functioning, and parent-adolescent conflict were significantly related to scores on measures of psychological well-being (general psychiatric morbidity, life satisfaction, purpose in life, hopelessness, and self-esteem), school adjustment (perceived academic performance and school conduct), and problem behavior (smoking and psychotropic drug abuse). The findings suggest that family factors play an important role in influencing the psychosocial adjustment, particularly the positive mental health, of Chinese adolescents.

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

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

2018-01-01

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

Salary adjustments and other changes to the Staff Rules & Regulations

CERN Document Server

HR Department

2006-01-01

In accordance with decisions taken by the Finance Committee and Council in December 2005, salaries are adjusted with effect from 1 January 2006. Information on these decisions and other important changes relating to the Staff Rules and Regulations are summarised below: Scale of basic salaries and scale of stipends paid to fellows (Annex R A 1 and R A 2 respectively): increased by 1.2% with effect from 1 January 2006. Elements increased by 1.2%, following the movement of the Geneva consumer price index : a) Family Allowance and Child Allowance (Annex R A 4), with effect from 1 January 2006. b) Reimbursement of education fees: maximum amounts of reimbursement (Article R A 8.01) for the academic year 2005/2006 i.e. with effect from 1 September 2005. Related adjustments will be implemented wherever applicable to Paid Associates and Students. Contributions to the Pension Fund: Contributions of the Organization and active members increased by a total of 0.63% of basic salary from 1 January 2006, shared as ...

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

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

2014-11-01

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

Prior nonhip limb fracture predicts subsequent hip fracture in institutionalized elderly people.

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Nakamura, K; Takahashi, S; Oyama, M; Oshiki, R; Kobayashi, R; Saito, T; Yoshizawa, Y; Tsuchiya, Y

2010-08-01

This 1-year cohort study of nursing home residents revealed that historical fractures of upper limbs or nonhip lower limbs were associated with hip fracture (hazard ratio = 2.14), independent of activities of daily living (ADL), mobility, dementia, weight, and type of nursing home. Prior nonhip fractures are useful for predicting of hip fracture in institutional settings. The aim of this study was to evaluate the utility of fracture history for the prediction of hip fracture in nursing home residents. This was a cohort study with a 1-year follow-up. Subjects were 8,905 residents of nursing homes in Niigata, Japan (mean age, 84.3 years). Fracture histories were obtained from nursing home medical records. ADL levels were assessed by caregivers. Hip fracture diagnosis was based on hospital medical records. Subjects had fracture histories of upper limbs (5.0%), hip (14.0%), and nonhip lower limbs (4.6%). Among historical single fractures, only prior nonhip lower limbs significantly predicted subsequent fracture (adjusted hazard ratio, 2.43; 95% confidence interval (CI), 1.30-4.57). The stepwise method selected the best model, in which a combined historical fracture at upper limbs or nonhip lower limbs (adjusted hazard ratio, 2.14; 95% CI, 1.30-3.52), dependence, ADL levels, mobility, dementia, weight, and type of nursing home independently predicted subsequent hip fracture. A fracture history at upper or nonhip lower limbs, in combination with other known risk factors, is useful for the prediction of future hip fracture in institutional settings.

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

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Wahyu Rahardjo

2013-01-01

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

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

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Wang, Clare Wen; Neihart, Maureen

2015-01-01

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

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

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

2017-08-01

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

Results of an academic promotion and career path survey of faculty at the Johns Hopkins University School of Medicine.

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Thomas, Patricia A; Diener-West, Marie; Canto, Marcia I; Martin, Don R; Post, Wendy S; Streiff, Michael B

2004-03-01

Clinician-educator faculty are increasing in numbers in academic medical centers, but their academic advancement is slower than that of research faculty. The authors sought to quantify the magnitude of this difference in career advancement and to explore the characteristics of faculty that might explain the difference. In 1999, a questionnaire was administered to all MD faculty at the rank of instructor and above (259) in the Department of Medicine at the Johns Hopkins University School of Medicine. A total of 180 (69%) faculty returned questionnaires. Of these, 178 identified with one of four career paths: basic researcher (46), clinical researcher (69), academic clinician (38), or teacher-clinician (25). Career path did not differ by age, gender, rank, years on faculty, hours worked per week, family responsibility, or global work satisfaction. After adjusting for age, gender, time at rank, and work satisfaction, the odds of being at a higher rank were 85% less for academic clinicians (odds ratio,.15; 95% confidence interval, 0.06-0.40) and 69% less for teacher-clinicians (odds ratio,.31; 95% confidence interval, 0.11-0.88) than for basic researchers. Clinical researchers did not differ from basic researchers in the likelihood of being at higher rank. Similarly, compared with basic research faculty, the adjusted odds of being more satisfied with progress towards academic promotion were 92% lower for academic clinicians and 87% lower for teacher-clinicians. Clinician-educator faculty were less likely to be at higher rank at this institution than were faculty in research paths. Differences in rank may be explained by lower rank at hire for faculty in these career paths, time available for scholarly activities, or other resources available to support scholarship. Retaining clinician-educators will require further exploration of barriers to promotion inherent to these career paths and methods of modifying these barriers.

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

Science.gov (United States)

Kim, Terri

2017-01-01

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

Peer Victimization and Academic Performance in Primary School Children.

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Mundy, Lisa K; Canterford, Louise; Kosola, Silja; Degenhardt, Louisa; Allen, Nicholas B; Patton, George C

Peer victimization is a common antecedent of poor social and emotional adjustment. Its relationship with objectively measured academic performance is unclear. In this study we aimed to quantify the cross-sectional associations between peer victimization and academic performance in a large population sample of children. Eight- to 9-year-old children were recruited from a stratified random sample of primary schools in Australia. Academic performance was measured on a national achievement test (1 year of learning equals 40 points). Physical and verbal victimization were measured according to child self-report. Multilevel mixed-effects linear regression analyses were conducted. For female children, verbal victimization was associated with poorer academic performance on writing (β = 17.2; 95% confidence interval [CI], -28.2 to -6.2) and grammar/punctuation (β = -20.8; 95% CI, -40.1 to -1.6). Physical victimization was associated with poorer performance on numeracy (male children: β = -29.0; 95% CI, -53.8 to -4.1; female children: β = -30.1; 95% CI, -56.6 to -3.5), and writing (female children: β = -21.5; 95% CI, -40.4 to -2.7). Verbal and physical victimization were associated with poorer performance on reading (male children: β = -31.5; 95% CI, -59.9 to -3.1; female children: β = -30.2; 95% CI, -58.6 to -1.8), writing (female children: β = -25.5; 95% CI, -42.8 to -8.2), spelling (female children: β = -32.3; 95% CI, -59.6 to -4.9), and grammar/punctuation (female children: β = -32.2; 95% CI, -62.4 to -2.0). Children who were physically victimized were 6 to 9 months behind their non-victimized peers on measures of academic performance. There are growing reasons for education systems to invest in the prevention of bullying and promotion of positive peer relationships from the earliest years of school. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

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

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

2015-01-01

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

First birth Caesarean section and subsequent fertility: a population-based study in the USA, 2000-2008.

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Kjerulff, K H; Zhu, J; Weisman, C S; Ananth, C V

2013-12-01

Is first birth Caesarean delivery associated with a lower likelihood of subsequent childbearing when compared with first birth vaginal delivery? In this study of US women whose first delivery was in 2000, those who had a Caesarean delivery were less likely to have a subsequent live birth than those who delivered vaginally. Some studies have reported lower birth rates subsequent to Caesarean delivery in comparison with vaginal delivery, while other studies have reported no difference. We conducted a retrospective cohort study of 52 498 women who had a first singleton live birth in the State of Pennsylvania, USA in 2000 and were followed to the end of 2008 via Pennsylvania birth certificate records to identify subsequent live births during the 8- to 9-year follow-up period. Birth certificate records of first singleton births were linked to the hospital discharge data for each mother and newborn, and linked to all birth certificate records for each mother's subsequent deliveries which occurred in 2000 to the end of 2008. Poisson regression models were used to evaluate the association between first birth factors and whether or not there was a subsequent live birth during the follow-up period. Over an average of 8.5 years of follow-up, 40.2% of women with a Caesarean first birth did not have a subsequent live birth, compared with 33.1% of women with a vaginal first birth (risk ratio (RR): 1.21, 95% confidence interval (CI): 1.18-1.25). Adjustment for the demographic confounders of maternal age, race, education, marital status and health insurance coverage attenuated the RR to 1.16 (95% CI: 1.13-1.19). Specific pregnancy and childbirth-related complications associated with not having a subsequent live birth included diabetes-related disorders, abnormalities of organs and soft tissues of the pelvis, fetal abnormalities, premature or prolonged rupture of membranes, hypertensive disorders, amnionitis, fetal distress and other maternal health problems. However, adjustment

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

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

2017-12-18

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

Salary adjustments and changes to the Staff Rules & Regulations

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HR Department

2007-01-01

In accordance with decisions taken by the Finance Committee and Council in December 2006, salaries are adjusted with effect from 1 January 2007. Council has also approved the conclusions of the 2005 Five-Yearly Review and a new (11th) of the Staff Rules and Regulations edition comes into force on 1 January 2007. Scale of basic salaries and scale of stipends paid to fellows (Annex R A 5 and R A 6 respectively in the 11th edition, R A 1 and R A 2 in the 10th edition): increased by 1.6% with effect from 1 January 2007. Elements increased by 1.4%, following the movement of the Geneva consumer price index: a) Family Allowance and Child Allowance (Annex R A 3 in the 11th edition), with effect from 1 January 2007; b) Reimbursement of education fees: maximum amounts of reimbursement (Annex R A 4.01 in the 11th edition, R A 8.01 in the 10th edition) for the academic year 2006/2007 i.e. with effect from 1 September 2006. Related adjustments will be implemented, wherever applicable, to Paid Associates and Stud...

Trends in Determinants of Entry into the Academic Career: The Case of South Korea, 1980-2010.

Science.gov (United States)

Kim, Keuntae; Kim, Jong-Kil

2015-01-01

Substantial research documents the determinants of entry into the academic career, yet little is known about how these determinants have evolved over time. Using data from a large sample of Korean scholars who received their doctoral degrees between 1980 and 2010, we estimate discrete-time event history models of transitioning to an academic position in any academic field. Results indicate that universalistic characteristics, such as publication record, strongly affect subsequent career success, but so do particularistic factors, including doctoral institution prestige. Since the 1980s, the influence of doctoral degree prestige increased substantially more than the influence of one's publication record on higher education employment, implying that the rising importance of particularistic factors has outpaced growing consideration of universalistic characteristics in Korean academia. However, the importance of gender on academic employment has declined since the early 2000s, suggesting that the implementation of employment quotas for female professors may have stymied gender discrimination.

Trends in Determinants of Entry into the Academic Career: The Case of South Korea, 1980-2010.

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Keuntae Kim

Full Text Available Substantial research documents the determinants of entry into the academic career, yet little is known about how these determinants have evolved over time. Using data from a large sample of Korean scholars who received their doctoral degrees between 1980 and 2010, we estimate discrete-time event history models of transitioning to an academic position in any academic field. Results indicate that universalistic characteristics, such as publication record, strongly affect subsequent career success, but so do particularistic factors, including doctoral institution prestige. Since the 1980s, the influence of doctoral degree prestige increased substantially more than the influence of one's publication record on higher education employment, implying that the rising importance of particularistic factors has outpaced growing consideration of universalistic characteristics in Korean academia. However, the importance of gender on academic employment has declined since the early 2000s, suggesting that the implementation of employment quotas for female professors may have stymied gender discrimination.

The Effect of Academic Advising on Academic Performance of ...

African Journals Online (AJOL)

Although academic advising in Kenyan universities exists, no research has been done to find out how it impacts on students' educational and career goals. This research aimed at establishing the effect of academic advising on academic performance and the influence of year of study and gender on students' tendency to ...

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

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Meirav Hen

2014-05-01

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

Hurdles in clinical implementation of academic advanced therapy medicinal products: A national evaluation.

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de Wilde, Sofieke; Veltrop-Duits, Louise; Hoozemans-Strik, Merel; Ras, Thirza; Blom-Veenman, Janine; Guchelaar, Henk-Jan; Zandvliet, Maarten; Meij, Pauline

2016-06-01

Since the implementation of the European Union (EU) regulation for advanced therapy medicinal products (ATMPs) in 2009, only six ATMPs achieved marketing authorization approval in the EU. Recognizing the major developments in the ATMP field, starting mostly in academic institutions, we investigated which hurdles were experienced in the whole pathway of ATMP development towards clinical care. Quality interviews were executed with different stakeholders in The Netherlands involved in the ATMP development field, e.g. academic research groups, national authorities and patient organizations. Based on the hurdles mentioned in the interviews, questionnaires were subsequently sent to the academic principal investigators (PIs) and ATMP good manufacturing practice (GMP) facility managers to quantify these hurdles. Besides the familiar regulatory routes of marketing authorization (MA) and hospital exemption (HE), a part of the academic PIs perceived that ATMPs should become available by the Tissues and Cells Directive or did not anticipate on the next development steps towards implementation of their ATMP towards regular clinical care. The main hurdles identified were: inadequate financial support, rapidly evolving field, study-related problems, lacking regulatory knowledge, lack of collaborations and responsibility issues. Creating an academic environment stimulating and planning ATMP development and licensing as well as investing in expanding the relevant regulatory knowledge in academic institutions seems a prerequisite to develop ATMPs from bench to patient. Copyright © 2016 International Society for Cellular Therapy. Published by Elsevier Inc. All rights reserved.

Convexity Adjustments

DEFF Research Database (Denmark)

M. Gaspar, Raquel; Murgoci, Agatha

2010-01-01

A convexity adjustment (or convexity correction) in fixed income markets arises when one uses prices of standard (plain vanilla) products plus an adjustment to price nonstandard products. We explain the basic and appealing idea behind the use of convexity adjustments and focus on the situations...

If At First You Don't Succeed: The Fate of Manuscripts Rejected by Academic Emergency Medicine.

Science.gov (United States)

Grant, William D; Cone, David C

2015-10-01

The purpose of this study was to characterize the publication fate of a recent 2-year sample of manuscripts declined by Academic Emergency Medicine (AEM), the journal of the Society for Academic Emergency Medicine. This was a retrospective analysis of manuscripts submitted to AEM in 2010 and 2011 that were declined by the AEM editorial review process. An online search was conducted for each declined paper, to determine whether or not it was published in another clinical/scientific journal after being declined by AEM. The investigators used Scopus and Google Scholar, using the submitting author's name, the verbatim title, and key words and phrases from the title, to search for subsequent publication of each paper. Of 1,542 manuscript submissions to the journal in 2010 and 2011, 1,052 papers were declined. Of these, 693 (65.9%) were subsequently published elsewhere, in a total of 229 journals: 362 papers in 22 different EM journals, 81 in 14 EM subspecialty journals, 237 in 185 non-EM journals, and 13 in eight nursing journals. Papers were published a median of 16.7 months (interquartile range [IQR] = 11.8 to 22.0 months) after being declined at AEM. Of the 229 journals, 19 do not have h-indices. The median h-index of the remaining 210 journals is 36 (IQR = 17 to 64; maximum = 229; AEM's h-index is 78). Thirty of these 210 journals, publishing 43 papers, have higher h-indices than AEM; the other 650 papers were published in journals either with lower h-indices than AEM's (n = 180 journals) or in journals without h-indices (n = 19 journals). U.S. and non-U.S. authors had similar rates of subsequent publication (65.3% vs 66.6%, p = 0.69) for papers initially declined by AEM. Papers in the educational advances category were less likely to be subsequently published than those in the original contributions (p journal are eventually published elsewhere, in a large number and wide variety of both EM and non-EM journals, in a median of 16.7 months. Authors of manuscripts

Is Your Academic Library Pinning? Academic Libraries and Pinterest

Science.gov (United States)

Thornton, Elaine

2012-01-01

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

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

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Yesilyurt, Etem

2014-01-01

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

Internet for the internationals: effects of internet use motivations on international students' college adjustment.

Science.gov (United States)

Lee, Eun-Ju; Lee, Lu; Jang, Jeongwoo

2011-01-01

Drawing upon the uses and gratifications approach, the current study examined how international students' Internet use motivations affect their academic, social, and emotional adjustments in the new environment. A total of 166 Chinese students studying in Korea participated in a web-based survey. First, a factor analysis identified four distinct motivations for Internet use: homeland orientation (to stay connected to the home country), local information seeking (to learn about the host society), local social interaction (to form interpersonal relationships locally), and entertainment. After controlling for the effects of sociodemographic variables (i.e., gender, year at school, length of residence, Korean language proficiency) and personality traits (i.e., extraversion, openness to experience, neuroticism), Internet use motivations were found to be significant predictors of international students' social and emotional adjustments. Specifically, those seeking to build a local social network through the Internet reported greater satisfaction with their social life, whereas homeland orientation was associated with poorer emotional adaptation. Various Internet activities, such as e-mail, blogging, and instant messaging, were not significantly related to college adjustments, suggesting the multi-functionality of Internet-based communication channels.

SALARY AND PENSION ADJUSTMENTS AND OTHER CHANGES TO THE STAFF RULES & REGULATIONS

CERN Multimedia

2004-01-01

In accordance with decisions taken by the Finance Committee and Council in December 2003, salaries and pensions are adjusted with effect from 1 January 2004. Information on these decisions and other main changes concerning the Staff Rules & Regulations is summarised below: 1. Scale of basic salaries and scale of stipends paid to fellows (Annex R A 1 and R A 2 respectively): increased by 1.1% with effect from 1 January 2004. 2. Elements increased by 0.7%, following the movement of the Geneva consumer price index: a) Family Allowance and Child Allowance (Annex R A 4), with effect from 1 January 2004. b) Reimbursement of education fees: maximum amounts of reimbursement (Article R A 8.01) for the academic year 2003/2004, i.e. with effect from 1 September 2003. c) Pensions, with effect from 1 January 2004. 3. Related adjustments will be implemented wherever applicable to Paid Associates and Students. As in the past, var...

SALARY AND PENSION ADJUSTMENTS AND OTHER CHANGES TO THE STAFF RULES & REGULATIONS

CERN Document Server

Division des Ressources humaines; Tel. 74128

2003-01-01

In accordance with decisions taken by the Finance Committee and Council in December 2002, salaries and pensions are adjusted with effect from 1 January 2003. Information on these decisions and other main changes concerning the Staff Rules & Regulations is summarised below : 1. Scale of basic salaries and scale of basic stipends (Annex R A 1 and R A 2 respectively): increased by 1.2% with effect from 1 January 2003. 2. Elements increased by 0.6%, following the Geneva cost-of-living movement: - Family Allowance and Child Allowance (Annex R A 4), with effect from 1 January 2003. - Reimbursement of education fees: maximum amounts of reimbursement stipulated in Article R A 8.01 for the academic year 2002/2003, i.e. with effect from 1 September 2002. - Pensions, with effect from 1 January 2003. 3. Related adjustments will be implemented wherever applicable to Paid Associates and Students. As in the past, variations occur in the actual percentage increases quoted, due to the constant increment values and...

The Symbolic Role of Academic Boards in University Academic Quality Assurance

Science.gov (United States)

Rowlands, Julie

2013-01-01

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

"Try Walking in Our Shoes": Teaching Acculturation and Related Cultural Adjustment Processes through Role-Play

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Zamboanga, Byron L.; Ham, Lindsay S.; Tomaso, Cara C.; Audley, Shannon; Pole, Nnamdi

2016-01-01

In this article, we describe several role-playing exercises on acculturation and relevant cultural adjustment processes that we incorporated into Tomcho and Foel's classroom activity on acculturation, and we report data that examine subsequent changes in students' responses on pretest and posttest measures shortly after the activity and present…

The academic medical centre and nongovernmental organisation partnership following a natural disaster.

Science.gov (United States)

Sarani, Babak; Mehta, Samir; Ashburn, Michael; Nakashima, Koji; Gupta, Rajan; Dombroski, Derek; Schwab, C William

2012-10-01

The global response to the 12 January 2010 earthquake in Haiti revealed the ability to mobilise medical teams quickly and effectively when academic medical centres partner non-governmental organisations (NGO) that already have a presence in a zone of devastation. Most established NGOs based in a certain region are accustomed to managing the medical conditions that are common to that area and will need additional and specialised support to treat the flux of myriad injured persons. Furthermore, an NGO with an established presence in a region prior to a disaster appears better positioned to provide sustained recovery and rehabilitation relief. Academic medical centres can supply these essential specialised resources for a prolonged time. This relationship between NGOs and academic medical centres should be further developed prior to another disaster response. This model has great potential with regard to the rapid preparation and worldwide deployment of skilled medical and surgical teams when needed following a disaster, as well as to the subsequent critical recovery phase. © 2012 The Author(s). Journal compilation © Overseas Development Institute, 2012.

Study of academic achievements using spatial analysis tools

Science.gov (United States)

González, C.; Velilla, C.; Sánchez-Girón, V.

2012-04-01

In the 2010/12 academic year the College of Agricultural Engineering of the Technical University of Madrid implemented three new degrees all of them adapted to the European Space for Higher Education. These degrees are namely: Graduate in Agricultural Engineering and Science, Graduate in Food Engineering and Graduate in Agro-Environmental Engineering. A total of 382 new incoming students were finally registered and a survey study was carried out with these students about their academic achievement with the aim of finding the level of dependence among the following variables: the final mark in their secondary studies, the option followed in the secondary studies (Art, Science and Technology, and Humanities and Social Sciences), the mark obtained in the entering examination to the university and in which of the two opportunities per year this examination takes place the latter mark was obtained. Similarly, another group of 77 students were evaluated independently to the former group. These students were those entering the College in the previous academic year (2009/10) and decided to change their curricula to the new ones. Subsequently, using the tools of spatial analysis of geographic information systems, we analyzed the possible relationship between the success or failure at school and the socioeconomic profile of new students in a grade. For this purpose every student was referenced assigning UTM coordinates to their postal addresses. Furthermore, all students' secondary schools were geographically coded considering their typology (public, private, and private subsidized) and fares. Each student was represented by its average geometric point in order to be correlated to their respective record. Following this procedure a map of the performance of each student could be drawn. This map can be used as a reference system, as it includes variables as the distance from the student home to the College, that can be used as a tool to calculate the probability of success or

What impact do posters have on academic knowledge transfer? A pilot survey on author attitudes and experiences.

Science.gov (United States)

Rowe, Nicholas; Ilic, Dragan

2009-12-08

Research knowledge is commonly facilitated at conferences via oral presentations, poster presentations and workshops. Current literature exploring the efficacy of academic posters is however limited. The purpose of this initial study was to explore the perceptions of academic poster presentation, together with its benefits and limitations as an effective mechanism for academic knowledge transfer and contribute to the available academic data. A survey was distributed to 88 delegates who presented academic posters at two Releasing Research and Enterprise Potential conferences in June 2007 and June 2008 at Bournemouth University. This survey addressed attitude and opinion items, together with their general experiences of poster presentations. Descriptive statistics were performed on the responses. A 39% return was achieved with the majority of respondents believing that posters are a good medium for transferring knowledge and a valid form of academic publication. Visual appeal was cited as more influential than subject content, with 94% agreeing that poster imagery is most likely to draw viewer's attention. Respondents also believed that posters must be accompanied by their author in order to effectively communicate the academic content. This pilot study is the first to explore perceptions of the academic poster as a medium for knowledge transfer. Given that academic posters rely heavily on visual appeal and direct author interaction, the medium requires greater flexibility in their design to promote effective knowledge transfer. This paper introduces the concept of the IT-based 'MediaPoster' so as to address the issues raised within published literature and subsequently enhance knowledge-transfer within the field of academic medicine.

Posttraumatic Growth and Dyadic Adjustment among War Veterans and their Wives

Directory of Open Access Journals (Sweden)

Yael Lahav

2017-06-01

Full Text Available The controversy regarding the nature of posttraumatic growth includes two main competing claims: one which argues that posttraumatic growth reflects authentic positive changes and the other which argues that posttraumatic growth reflects illusory defenses. While the former might suggest that posttraumatic growth enhances intimacy and close relationships, the latter might imply that posttraumatic growth hinders interpersonal relations. The present study aimed to test these claims by investigating the association between posttraumatic growth and dyadic adjustment over time at both the individual and dyadic levels, and the potential role of posttraumatic stress symptoms. Former prisoners of war and comparable war veterans and their wives (n = 229 were assessed twice, 30–31 (T1 and 35–38 (T2 years after the 1973 Yom Kippur War in Israel, with regard to posttraumatic growth, posttraumatic stress symptoms and dyadic adjustment. Results indicated that posttraumatic growth was associated with both elevated posttraumatic stress symptoms and low dyadic adjustment among both husbands and wives. Posttraumatic stress symptoms at T1 and T2 mediated the association between posttraumatic growth and dyadic adjustment. Wives' posttraumatic growth at T1 predicted posttraumatic growth and dyadic adjustment of the husbands at T2. The higher the wives' posttraumatic growth, the higher the posttraumatic growth and the lower the dyadic adjustment of the husbands in the subsequent measure. The findings suggest that posttraumatic growth reflects defensive beliefs which undermine marital relationships and that posttraumatic growth might be transmitted between spouses and implicated in the deterioration of the marital relationship over time.

Posttraumatic Growth and Dyadic Adjustment among War Veterans and their Wives

Science.gov (United States)

Lahav, Yael; Kanat-Maymon, Yaniv; Solomon, Zahava

2017-01-01

The controversy regarding the nature of posttraumatic growth includes two main competing claims: one which argues that posttraumatic growth reflects authentic positive changes and the other which argues that posttraumatic growth reflects illusory defenses. While the former might suggest that posttraumatic growth enhances intimacy and close relationships, the latter might imply that posttraumatic growth hinders interpersonal relations. The present study aimed to test these claims by investigating the association between posttraumatic growth and dyadic adjustment over time at both the individual and dyadic levels, and the potential role of posttraumatic stress symptoms. Former prisoners of war and comparable war veterans and their wives (n = 229) were assessed twice, 30–31 (T1) and 35–38 (T2) years after the 1973 Yom Kippur War in Israel, with regard to posttraumatic growth, posttraumatic stress symptoms and dyadic adjustment. Results indicated that posttraumatic growth was associated with both elevated posttraumatic stress symptoms and low dyadic adjustment among both husbands and wives. Posttraumatic stress symptoms at T1 and T2 mediated the association between posttraumatic growth and dyadic adjustment. Wives' posttraumatic growth at T1 predicted posttraumatic growth and dyadic adjustment of the husbands at T2. The higher the wives' posttraumatic growth, the higher the posttraumatic growth and the lower the dyadic adjustment of the husbands in the subsequent measure. The findings suggest that posttraumatic growth reflects defensive beliefs which undermine marital relationships and that posttraumatic growth might be transmitted between spouses and implicated in the deterioration of the marital relationship over time. PMID:28713307

Reflections on academic video

Directory of Open Access Journals (Sweden)

Thommy Eriksson

2012-11-01

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

Academic R&D Spending Maintains Growth from All Major Sources in FY 2001. Info Brief.

Science.gov (United States)

Machen, M. Marge; Shackelford, Brandon

Data from the Academic Research and Development (R&D) Survey and other surveys were used to analyze patterns of R&D activity in the United States. For the purpose of this analysis, the most recent data update from the report "National Patterns of R&D Resources" adjusts university and college R&D performance to net out R&D expenditures reported as…

Associations of Electronic Cigarette Nicotine Concentration With Subsequent Cigarette Smoking and Vaping Levels in Adolescents.

Science.gov (United States)

Goldenson, Nicholas I; Leventhal, Adam M; Stone, Matthew D; McConnell, Rob S; Barrington-Trimis, Jessica L

2017-12-01

Research indicates that electronic cigarette (e-cigarette) use (vaping) among adolescents is associated with the initiation and progression of combustible cigarette smoking. The reasons for this association are unknown. To evaluate whether use of e-cigarettes with higher nicotine concentrations is associated with subsequent increases in the frequency and intensity of combustible cigarette smoking and vaping. In this prospective cohort study involving students from 10 high schools in the Los Angeles, California, metropolitan area, surveys were administered during 10th grade in the spring (baseline) and 11th grade in the fall (6-month follow-up) of 2015 to students who reported using e-cigarettes within the past 30 days and the nicotine concentration level they used at baseline. Self-report of baseline e-cigarette nicotine concentration of none (0 mg/mL), low (1-5 mg/mL), medium (6-17 mg/mL), or high (≥18 mg/mL) typically used during the past 30 days. Frequency of combustible cigarette smoking and e-cigarette use within the past 30 days (0 days [none], 1-2 days [infrequent], or ≥3 days [frequent]) and daily intensity of smoking and vaping (number of cigarettes smoked per day, number of vaping episodes per day, and number of puffs per vaping episode) at the 6-month follow-up. The analytic sample included 181 students (96 boys [53.0%] and 85 girls [47.0%]; mean [SD] age, 16.1 [0.4] years). Each successive increase in nicotine concentration (none to low, low to medium, and medium to high) vaped was associated with a 2.26 (95% CI, 1.28-3.98) increase in the odds of frequent (vs no) smoking and a 1.65 (95% CI, 1.09-2.51) increase in the odds of frequent (vs no) vaping at follow-up after adjustment for baseline frequency of smoking and vaping and other relevant covariates. Use of e-cigarettes with high (vs no) nicotine concentration was associated with a greater number of cigarettes smoked per day at follow-up (adjusted rate ratio [RR], 7.03; 95% CI, 6.11-7.95). An

Association Between Psychotic Experiences and Subsequent Suicidal Thoughts and Behaviors: A Cross-National Analysis From the World Health Organization World Mental Health Surveys.

Science.gov (United States)

Bromet, Evelyn J; Nock, Matthew K; Saha, Sukanta; Lim, Carmen C W; Aguilar-Gaxiola, Sergio; Al-Hamzawi, Ali; Alonso, Jordi; Borges, Guilherme; Bruffaerts, Ronny; Degenhardt, Louisa; de Girolamo, Giovanni; de Jonge, Peter; Florescu, Silvia; Gureje, Oye; Haro, Josep M; He, Yanling; Hu, Chiyi; Karam, Elie G; Kovess-Masfety, Viviane; Lee, Sing; Lepine, Jean-Pierre; Mneimneh, Zeina; Navarro-Mateu, Fernando; Ojagbemi, Akin; Posada-Villa, José; Sampson, Nancy A; Scott, Kate M; Stagnaro, Juan C; Viana, Maria C; Xavier, Miguel; Kessler, Ronald C; McGrath, John J

2017-11-01

Community-based studies have linked psychotic experiences (PEs) with increased risks of suicidal thoughts and behaviors (STBs). However, it is not known if these associations vary across the life course or if mental disorders contribute to these associations. To examine the temporal association between PEs and subsequent STBs across the life span as well as the influence of mental disorders (antecedent to the STBs) on these associations. A total of 33 370 adult respondents across 19 countries from the World Health Organization World Mental Health Surveys were assessed for PEs, STBs (ie, ideation, plans, and attempts), and 21 DSM-IV mental disorders. Discrete-time survival analysis was used to investigate the associations of PEs with subsequent onset of STBs. Prevalence and frequency of STBs with PEs, and odds ratios and 95% CIs. Of 33 370 included participants, among those with PEs (n = 2488), the lifetime prevalence (SE) of suicidal ideation, plans, and attempts was 28.5% (1.3), 10.8% (0.7), and 10.2% (0.7), respectively. Respondents with 1 or more PEs had 2-fold increased odds of subsequent STBs after adjusting for antecedent or intervening mental disorders (suicidal ideation: odds ratio, 2.2; 95% CI, 1.8-2.6; suicide plans: odds ratio, 2.1; 95% CI, 1.7-2.6; and suicide attempts: odds ratio, 1.9; 95% CI, 1.5-2.5). There were significant dose-response relationships of number of PE types with subsequent STBs that persisted after adjustment for mental disorders. Although PEs were significant predictors of subsequent STB onset across all life stages, associations were strongest in individuals 12 years and younger. After adjustment for antecedent mental disorders, the overall population attributable risk proportions for lifetime suicidal ideation, plans, and attempts associated with temporally prior PEs were 5.3%, 5.7%, and 4.8%, respectively. Psychotic experiences are associated with elevated odds of subsequent STBs across the life course that cannot be

Child academic achievement in association with pre-pregnancy obesity and gestational weight gain.

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Pugh, Sarah J; Hutcheon, Jennifer A; Richardson, Gale A; Brooks, Maria M; Himes, Katherine P; Day, Nancy L; Bodnar, Lisa M

2016-06-01

Recent data suggest that children of mothers who are obese before pregnancy, or who gain too much weight during pregnancy, may be at an increased risk of cognitive impairments. Mother-infant dyads enrolled in a birth cohort study in Pittsburgh, Pennsylvania (1983-1986), were followed from early pregnancy to 14 years postpartum (n=574). Math, reading and spelling achievements were assessed at ages 6 and 10 years using the Wide Range Achievement Test-Revised, and at age 14 years using the Wechsler Individual Achievement Test Screener. Self-reported total GWG was converted to gestational age-standardised z-scores. Generalised estimating equations were used to estimate the effects of GWG and pre-pregnancy body mass index (BMI) on academic achievement at 6, 10 and 14 years, while adjusting for maternal race, child sex, parity, employment, family income, maternal intelligence, maternal depression, pre-pregnancy BMI (in GWG models only) and the home environment. The mean (SD) BMI was 23.4 (5.7) kg/m(2) and the mean (SD) GWG reported at delivery was 14.4 (5.9) kg. There was a significant non-linear association between pre-pregnancy BMI and an offspring's academic achievement. At 6, 10 and 14 years, an offspring's academic scores were inversely associated with pre-pregnancy BMI beyond 22 kg/m(2). High GWG (>1 SD) was associated with approximately 4-point lower reading (adjusted β (adjβ) -3.75, 95% CI -7.1 to -0.4) and spelling scores (adjβ -3.90, 95% CI -7.8 to -0.2), compared with GWG -1 to +1 SD. Future studies in larger and socioeconomically diverse populations are needed to confirm maternal weight and weight gain as causal determinants of a child's academic skills, and whether this effect persists into adulthood. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

The experience of adjusting to a diagnosis of non-epileptic attack disorder (NEAD) and the subsequent process of psychological therapy.

Science.gov (United States)

Wyatt, Caroline; Laraway, Alec; Weatherhead, Stephen

2014-10-01

Research suggests psychological therapy as the treatment of choice for individuals diagnosed with NEAD. This study explored the experience of adjusting to a diagnosis of NEAD and engagement with therapy through a qualitative methodology. Semi-structured interviews were conducted with 6 people with a diagnosis of NEAD and analysed using thematic analysis. Six master-themes were generated, with four discussed. Two themes were not discussed due to previous coverage in the literature and their less direct relevance to the service context. Theme 1: 'understanding NEAD' incorporated participants' evolving understanding of the diagnosis and their reflections on this. Theme 2: 'I can't deal with you' centres on participants' accounts of relationships with professionals in the context of NEAD. Theme 3: 'experiences of psychological therapy' reflected participants' experience of being referred to psychology and gaining a deeper understanding of themselves through therapy. Theme 4: 'adjusting to life with NEAD' explores participants' views on living with NEAD and their expectations for the future. This study extended previous research by highlighting the impact of how the diagnosis is received and understood on engagement in therapy. Improving awareness of NEAD amongst healthcare professionals is of key importance in reducing stigma and encouraging engagement in therapy. Copyright © 2014 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

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

Science.gov (United States)

Gunn, Andrew; Mintrom, Michael

2017-01-01

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

Breastfeeding and later cognitive and academic outcomes.

Science.gov (United States)

Horwood, L J; Fergusson, D M

1998-01-01

This study examines the associations between duration of breastfeeding and childhood cognitive ability and academic achievement over the period from 8 to 18 years using data collected during the course of an 18-year longitudinal study of a birth cohort of >1000 New Zealand children. During the period from birth to age 1 year, information was collected on maternal breastfeeding practices. Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and academic outcomes including measures of child intelligence quotient; teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass rates in school leaving examinations; and leaving school without qualifications. Increasing duration of breastfeeding was associated with consistent and statistically significant increases in 1) intelligence quotient assessed at ages 8 and 9 years; 2) reading comprehension, mathematical ability, and scholastic ability assessed during the period from 10 to 13 years; 3) teacher ratings of reading and mathematics assessed at 8 and 12 years; and 4) higher levels of attainment in school leaving examinations. Children who were breastfed for >/=8 months had mean test scores that were between 0. 35 and 0.59 SD units higher than children who were bottle-fed. Mothers who elected to breastfeed tended to be older; better educated; from upper socioeconomic status families; were in a two-parent family; did not smoke during pregnancy; and experienced above average income and living standards. Additionally, rates of breastfeeding increased with increasing birth weight, and first-born children were more likely to be breastfed. Regression adjustment for maternal and other factors associated with breastfeeding reduced the associations between breastfeeding and cognitive or educational outcomes. Nonetheless, in 10 of the 12 models, fitted duration of breastfeeding remained a significant predictor of later

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

Science.gov (United States)

So, Wi-Young

2012-04-02

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

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

Science.gov (United States)

Kempenaar, Larissa Elisabeth; Murray, Rowena

2016-01-01

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

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

Science.gov (United States)

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

2006-01-01

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

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

OpenAIRE

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

2016-01-01

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

Rural versus urban academic hospital mortality following stroke in Canada.

Science.gov (United States)

Fleet, Richard; Bussières, Sylvain; Tounkara, Fatoumata Korika; Turcotte, Stéphane; Légaré, France; Plant, Jeff; Poitras, Julien; Archambault, Patrick M; Dupuis, Gilles

2018-01-01

Stroke is one of the leading causes of death in Canada. While stroke care has improved dramatically over the last decade, outcomes following stroke among patients treated in rural hospitals have not yet been reported in Canada. To describe variation in 30-day post-stroke in-hospital mortality rates between rural and urban academic hospitals in Canada. We also examined 24/7 in-hospital access to CT scanners and selected services in rural hospitals. We included Canadian Institute for Health Information (CIHI) data on adjusted 30-day in-hospital mortality following stroke from 2007 to 2011 for all acute care hospitals in Canada excluding Quebec and the Territories. We categorized rural hospitals as those located in rural small towns providing 24/7 emergency physician coverage with inpatient beds. Urban hospitals were academic centres designated as Level 1 or 2 trauma centres. We computed descriptive data on local access to a CT scanner and other services and compared mean 30-day adjusted post-stroke mortality rates for rural and urban hospitals to the overall Canadian rate. A total of 286 rural hospitals (3.4 million emergency department (ED) visits/year) and 24 urban hospitals (1.5 million ED visits/year) met inclusion criteria. From 2007 to 2011, 30-day in-hospital mortality rates following stroke were significantly higher in rural than in urban hospitals and higher than the Canadian average for every year except 2008 (rural average range = 18.26 to 21.04 and urban average range = 14.11 to 16.78). Only 11% of rural hospitals had a CT-scanner, 1% had MRI, 21% had in-hospital ICU, 94% had laboratory and 92% had basic x-ray facilities. Rural hospitals in Canada had higher 30-day in-hospital mortality rates following stroke than urban academic hospitals and the Canadian average. Rural hospitals also have very limited local access to CT scanners and ICUs. These rural/urban discrepancies are cause for concern in the context of Canada's universal health care system.

A Key Challenge in Global HRM: Adding New Insights to Existing Expatriate Spouse Adjustment Models

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Gupta, Ritu; Banerjee, Pratyush; Gaur, Jighyasu

2012-01-01

This study is an attempt to strengthen the existing knowledge about factors affecting the adjustment process of the trailing expatriate spouse and the subsequent impact of any maladjustment or expatriate failure. We conducted a qualitative enquiry using grounded theory methodology with 26 Indian spouses who had to deal with their partner's…

FINANCING PUBLIC INSTITUTIONS OF ACADEMIC EDUCATION IN SPAIN

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DRĂGUŞIN CRISTINA-PETRINA

2015-04-01

Full Text Available Currently, Spanish universities meet the educational needs of the students with a wide offer of courses and the opportunity to study at all levels. They appear as an attractive option in the context of the relatively low cost of living compared to other countries in the EU area and under conditions of a tax system controlled by the Government. Starting from the assumption that the financing model of the academic education public institutions represents the foundation of their modernization in the current society based on changes and evolution, in this paper we propose to bring into the light of the concerns of those who are interested, through a persuasive exhibit, the Spanish model and its specific features. To this end, our debate will begin with a description of the Spanish system of academic education under the decentralized model of financing imprint, continuing with the presentation of specific skills in terms of funding on the triptych template: state - autonomous communities - universities. Subsequently, our investigative approach will focus on detailing the tertiary education financing sources: public resources, private and patrimonial revenues. The end of our presentation will be intended for conclusions, through which we aim to advance our vision regarding the investigated problems. In fact, the paper is intended to be a precursor step in carrying out a comparative study between the academic education funding mechanism in Romania and the Spanish one.

Divided attention of adolescents related to lifestyles and academic and family conditions.

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Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2013-05-01

Development of the ability to divide attention is of crucial importance in the transitional period from elementary to junior high school. The relationship between divided attention and the prevalence of fatigue or low academic motivation is observed in junior high school students. In order to clarify the factors underlying decreased ability to divide attention, we examined the relationships between divided attention, as assessed by the kana pick-out test, lifestyle factors, and academic and family conditions in junior high school students. The study group consisted of 158 healthy 1st-, 2nd-, and 3rd-grade level junior high school students. Each participant performed the kana pick-out test and questionnaires dealing with lifestyle factors (nocturnal sleeping hours on school days, breakfast, exercise, watching television, and spending time with family members), and academic and family conditions (good friendships at school and praise from family members when participants showed good academic performance). On multiple regression analyses adjusted for grade and gender, scores on the kana pick-out test were positively associated with spending time with family members. In addition, the comprehension score of the kana pick-out test was positively associated with having breakfast every day and praise by family members. The score was negatively associated with watching television. The present findings suggest that the ability to divide attention is independently associated with good lifestyles and academic and family conditions in junior high school students. Copyright © 2012 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Impact of Subspecialty Fellowship Training on Research Productivity Among Academic Plastic Surgery Faculty in the United States.

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Sood, Aditya; Therattil, Paul J; Chung, Stella; Lee, Edward S

2015-01-01

The impact of subspecialty fellowship training on research productivity among academic plastic surgeons is unknown. The authors' aim of this study was to (1) describe the current fellowship representation in academic plastic surgery and (2) evaluate the relationship between h-index and subspecialty fellowship training by experience and type. Academic plastic surgery faculty (N = 590) were identified through an Internet-based search of all ACGME-accredited integrated and combined residency programs. Research output was measured by h-index from the Scopus database as well as a number of peer-reviewed publications. The Kruskal-Wallis test, with a subsequent Mann-Whitney U test, was used for statistical analysis to determine correlations. In the United States, 72% (n = 426) of academic plastic surgeons had trained in 1 or more subspecialty fellowship program. Within this cohort, the largest group had completed multiple fellowships (28%), followed by hand (23%), craniofacial (22%), microsurgery (15%), research (8%), cosmetic (3%), burn (2%), and wound healing (0.5%). Higher h-indices correlated with a research fellowship (12.5; P productivity compared with their colleagues. Craniofacial-trained physicians also demonstrated a higher marker for academic productivity than multiple other specialties. In this study, we show that the type and number of fellowships influence the h-index and further identification of such variables may help improve academic mentorship and productivity within academic plastic surgery.

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

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Yongyan Li

2015-06-01

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

School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment.

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Cogburn, Courtney D; Chavous, Tabbye M; Griffin, Tiffany M

2011-01-03

The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls' analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls' models predicting psychological outcomes and in boys' models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents.

Contextualising change through a common strategy: Lecturers' perceptions and key role in supporting academic reform

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Kindelan, Paz; Martin, Ana

2014-05-01

European universities are currently going through a process of change in order to meet the common goals set for higher education by the European Commission. They are revising their educational models to adjust them to the guidelines of the "Bologna Process" and are devising an institutional strategy for its implementation. In practical terms, this means aligning former national degrees and diplomas to standard European Bachelor and Masters degrees and PhD doctorates, by creating acknowledged professional qualification benchmarks that also include adjusted course lengths and contents. This process, in the end, mostly affects academic staff members who have a fundamental role to play in carrying out the pedagogical reforms on the teaching front. Besides presenting a commentary on the institutional approach of one particular technical university in Spain, the purpose of this paper is to propose, from the authors' point of view as lecturers, a strategy which has the potential to create a favourable atmosphere for carrying out such a reform. The article's main objective is to highlight a series of action points which may serve to reinforce and advance the main institutional strategy by relying on the powerful influence of its academic staff members.

Trait procrastination among dental students in India and its influence on academic performance.

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Madhan, Balasubramanian; Kumar, Cholleti Sudheer; Naik, Eslavath Seena; Panda, Sujit; Gayathri, Haritheertham; Barik, Ashish Kumar

2012-10-01

Trait procrastination is believed to be highly prevalent among college students and detrimental to their educational performance. As the scenario among dental students is virtually unknown, this study was conducted to evaluate the prevalence of trait procrastination among dental students and to analyze its influence on their academic performance. A total of 174 fourth-year dental students from three dental colleges in India voluntarily completed the Lay's Procrastination Scale-student version (LPS). The mean percentage marks scored in the subsequent final university examinations were used as a measure of academic performance. The descriptive statistics were computed to evaluate the prevalence of significant procrastination (LPS score ≥60). Mann-Whitney U test and multiple linear regressions were used to assess the influence of age and gender on procrastination severity, and the latter was again used to analyze the association between procrastination severity and academic performance. The results indicated that 27 percent (n=47) of the students exhibited a significant extent of trait procrastination; neither age nor gender affected its severity (pProcrastination had a significant and negative impact on the academic performance of the student (beta=-0.150, p=0.039). These findings highlight the need for active measures to reduce the causes and consequences of procrastination in dental education.

Academic Marketing

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Ecaterina Daniela ZECA

2017-06-01

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

The relationship between the social management of emotional intelligence and academic performance among medical students.

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

2015-01-01

Positive social interaction with peers was said to facilitate cognitive and intellectual development leading to good academic performance. There was paucity of published data on the effect of social management (SM) emotional intelligence (EI) on academic performance. We conducted this study to examine their relationship in the undergraduate medical students in a public medical school in Malaysia. This was a cross-sectional study using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to measure the SM. The first and final year medical students were invited to participate. Students answered a paper-based demography questionnaire and completed the online MSCEIT in privacy. Independent predictors were identified using multivariate analyses. A total of 163 (84 first year and 79 final year) medical students completed the study (at a response rate of 66.0%). SM score (B = -.10 95% CI -.175 to -.015, p = .021) was significantly related to the continuous assessment (CA) marks (adjusted R(2) = .45, F13,137 = 10.26, p social intelligence and academic success in undergraduate medical students. A different collection of social skills and SM EI could be constructive towards academic achievement in medical schools.

Commercializing Academic Research

DEFF Research Database (Denmark)

Czarnitzki, Dirk; Hussinger, Katrin; Schneider, Cédric

2011-01-01

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

What Effect Does Self-Citation Have on Bibliometric Measures in Academic Plastic Surgery?

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Swanson, Edward W; Miller, Devin T; Susarla, Srinivas M; Lopez, Joseph; Lough, Denver M; May, James W; Redett, Richard J

2016-09-01

Research productivity plays a significant role in academic promotions. Currently, various bibliometric measures utilizing citation counts are used to judge an author's work. With increasing numbers of journals, numbers of open access publications, ease of online submission, and expedited indexing of accepted manuscripts, it is plausible that an author could influence his/her own bibliometric measures through self-citation. The purpose of this study was to determine the impact of self-citation in academic plastic surgery. A cohort of full-time academic plastic surgeons was identified from 9 U.S. plastic surgery training programs. For all included faculty, academic rank was retrieved from department/division websites, and bibliometric measures were assessed using a subscription bibliographic citation database (Scopus, Reed Elsevier, London, UK). Bibliometric measures included the Hirsch index (h-index, the number of publications h which are cited ≥ h times), total number of publications, and total number of citations. The h-index and total number of citations were collected with and without self-citations. Percent changes in the h-index and total citations were calculated after removal of self-citations and compared across academic ranks and levels of research productivity (total publications, h-index, and total citations). The study cohort consisted of 169 full-time academic plastic surgeons. The h-index and total citations experienced decreases of 2.8 ± 5.0% (P citation. More than half of the cohort (n = 113, 67%) did not experience a change in the h-index after removal of self-citations. These decreases did not vary across academic rank. Surgeons who self-cited at rates greater than 5% were 9.8 times more likely (95% confidence interval, 4.5-21.9; P citation (after adjusting for academic rank). There were weak correlations between percent decreases in the h-index and total citations and various biblimoteric measures (total publications, h-index, total citations

Quantifying federal funding and scholarly output related to the academic emergency medicine consensus conferences.

Science.gov (United States)

Nishijima, Daniel K; Dinh, Tu; May, Larissa; Yadav, Kabir; Gaddis, Gary M; Cone, David C

2014-01-01

Every year since 2000, Academic Emergency Medicine (AEM) has presented a one-day consensus conference to generate a research agenda for advancement of a scientific topic. One of the 12 annual issues of AEM is reserved for the proceedings of these conferences. The purpose of this study was to measure academic productivity of these conferences by evaluating subsequent federal research funding received by authors of conference manuscripts and calculating citation counts of conference papers. This was a cross-sectional study. In 2012, the NIH RePORTER system was searched to identify subsequent federal funding obtained by authors of the consensus conference issues from 2000 to 2010. Funded projects were coded as related or unrelated to conference topic. Citation counts for all conference manuscripts were quantified using Scopus and Google Scholar. Simple descriptive statistics were reported. Eight hundred fifty-two individual authors contributed to 280 papers published in the 11 consensus conference issues. One hundred thirty-seven authors (16%) obtained funding for 318 projects. A median of 22 topic-related projects per conference (range 10-97) accounted for a median of $20,488,331 per conference (range $7,779,512 to $122,918,205). The average (± SD) number of citations per paper was 15.7 ± 20.5 in Scopus and 23.7 ± 32.6 in Google Scholar. The authors of consensus conference manuscripts obtained significant federal grant support for follow-up research related to conference themes. In addition, the manuscripts generated by these conferences were frequently cited. Conferences devoted to research agenda development appear to be an academically worthwhile endeavor.

Neurosurgeon academic impact is associated with clinical outcomes after clipping of ruptured intracranial aneurysms.

Science.gov (United States)

Alotaibi, Naif M; Ibrahim, George M; Wang, Justin; Guha, Daipayan; Mamdani, Muhammad; Schweizer, Tom A; Macdonald, R Loch

2017-01-01

Surgeon-dependent factors such as experience and volume are associated with patient outcomes. However, it is unknown whether a surgeon's research productivity could be related to outcomes. The main aim of this study is to investigate the association between the surgeon's academic productivity and clinical outcomes following neurosurgical clipping of ruptured aneurysms. We performed a post-hoc analysis of 3567 patients who underwent clipping of ruptured intracranial aneurysms in the randomized trials of tirilazad mesylate from 1990 to 1997. These trials included 162 centers and 156 surgeons from 21 countries. Primary and secondary outcomes were: Glasgow outcome scale score and mortality, respectively. Total publications, H-index, and graduate degrees were used as academic indicators for each surgeon. The association between outcomes and academic factors were assessed using a hierarchical logistic regression analysis, adjusting for patient covariates. Academic profiles were available for 147 surgeons, treating a total of 3307 patients. Most surgeons were from the USA (62, 42%), Canada (18, 12%), and Germany (15, 10%). On univariate analysis, the H-index correlated with better functional outcomes and lower mortality rates. In the multivariate model, patients under the care of surgeons with higher H-indices demonstrated improved neurological outcomes (p = 0.01) compared to surgeons with lower H-indices, without any significant difference in mortality. None of the other academic indicators were significantly associated with outcomes. Although prognostication following surgery for ruptured intracranial aneurysms primarily depends on clinical and radiological factors, the academic impact of the operating neurosurgeon may explain some heterogeneity in surgical outcomes.

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

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Deane, Richard P; Murphy, Deirdre J

2013-12-04

of ≥60%) were present only among students with attendance rates of 80% or higher. The odds of a distinction grade increased with each 10% increase in attendance (adjusted odds ratio, 5.52; 95% CI, 2.17-14.00). The majority of failure grades (6/10 students; 60%) occurred in students with attendance rates lower than 80%. The adjusted odds ratio for failure with attendance rates of 80% or higher was 0.11 (95% CI, 0.02-0.72). Among fourth-year medical students completing an 8-week obstetrics/gynecology clinical rotation, attendance at clinical and tutorial-based activities was positively correlated with overall examination scores. Further research is needed to understand whether the relationship is causal, and whether improving attendance rates can improve academic performance.

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

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Savka Blagojevic

2011-06-01

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

The Academic Adviser

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Darling, Ruth

2015-01-01

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

What impact do posters have on academic knowledge transfer? A pilot survey on author attitudes and experiences

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Ilic Dragan

2009-12-01

Full Text Available Abstract Background Research knowledge is commonly facilitated at conferences via oral presentations, poster presentations and workshops. Current literature exploring the efficacy of academic posters is however limited. The purpose of this initial study was to explore the perceptions of academic poster presentation, together with its benefits and limitations as an effective mechanism for academic knowledge transfer and contribute to the available academic data. Methods A survey was distributed to 88 delegates who presented academic posters at two Releasing Research and Enterprise Potential conferences in June 2007 and June 2008 at Bournemouth University. This survey addressed attitude and opinion items, together with their general experiences of poster presentations. Descriptive statistics were performed on the responses. Results A 39% return was achieved with the majority of respondents believing that posters are a good medium for transferring knowledge and a valid form of academic publication. Visual appeal was cited as more influential than subject content, with 94% agreeing that poster imagery is most likely to draw viewer's attention. Respondents also believed that posters must be accompanied by their author in order to effectively communicate the academic content. Conclusion This pilot study is the first to explore perceptions of the academic poster as a medium for knowledge transfer. Given that academic posters rely heavily on visual appeal and direct author interaction, the medium requires greater flexibility in their design to promote effective knowledge transfer. This paper introduces the concept of the IT-based 'MediaPoster' so as to address the issues raised within published literature and subsequently enhance knowledge-transfer within the field of academic medicine.

A Qualitative Study of the Influences on Clinical Academic Physicians' Postdoctoral Career Decision-Making.

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Ranieri, Veronica F; Barratt, Helen; Rees, Geraint; Fulop, Naomi J

2018-01-23

To describe the influences on clinical academic physicians' postdoctoral career decision-making. Thirty-five doctoral trainee physicians from University College London took part in semi-structured interviews in 2015 and 2016. Participants were asked open-ended questions about their career to-date, their experiences undertaking a PhD, and their career plans post-PhD. The interviews were audio-recorded and transcribed. Thematic analysis was used to generate, review, and define themes from the transcripts. Emerging differences and similarities in participants' reasons for pursuing a PhD were then grouped to produce typologies to explore how their experiences influenced their career decision-making. Participants described four key reasons for undertaking a PhD, which formed the basis of the four typologies identified. These reasons included: to pursue a clinical academic career; to complete an extensive period of research to understand whether a clinical academic career was the desired path forward; to improve clinical career prospects; and to take a break from clinical training. These findings highlight the need to target efforts at retaining clinical academic physicians according to their reasons for pursuing a PhD and their subsequent experiences with the process. Those responsible for overseeing clinical training must be well-informed of the long-term benefits of training academically-qualified physicians. In light of current political uncertainty, universities, hospitals, and external agencies alike must increase their efforts to inspire and assuage early-career clinical academic physicians' fears regarding their academic future.This is an open access article distributed under the Creative Commons Attribution License 4.0 (CCBY), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

The relationship between self-regulation skills and academic success in students with mild and moderate intellectual disabilities

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Kaljača Svetlana

2016-01-01

Full Text Available Students with intellectual disabilities (ID have considerable difficulties in adjusting to the requirements of the academic environment. The major risk factors are: cognition deficiency, insufficiently developed adaptive skills, lower levels of self-regulation of behavior, and social and functional incompetence. The goal of this research was to establish the relationship among self-regulation skills, the level of intellectual disability, academic success, and sex in students with mild and moderate intellectual disabilities. The sample included 131 students with mild and moderate ID, of both sexes, between 8 and 24 years of age. Self-Control Rating Scale (SCRS was used to assess the level of self-regulation skills. Academic success of students was expressed as the average grade at the end of the school year. A considerable interrelation was found between the level of adoption of self-regulation skills, the level of intellectual development and general academic success in students with ID. Significant influence of the participants' sex on the quality of self-regulation was found only in participants with moderate ID. Female participants had better achievements than male participants.

Fetal growth and subsequent risk of breast cancer: results from long term follow up of Swedish cohort.

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McCormack, V A; dos Santos Silva, I; De Stavola, B L; Mohsen, R; Leon, D A; Lithell, H O

2003-02-01

To investigate whether size at birth and rate of fetal growth influence the risk of breast cancer in adulthood. Cohort identified from detailed birth records, with 97% follow up. Uppsala Academic Hospital, Sweden. 5358 singleton females born during 1915-29, alive and traced to the 1960 census. Incidence of breast cancer before (at age or = 50 years) the menopause. Size at birth was positively associated with rates of breast cancer in premenopausal women. In women who weighed > or =4000 g at birth rates of breast cancer were 3.5 times (95% confidence interval 1.3 to 9.3) those in women of similar gestational age who weighed birth. Rates in women in the top fifths of the distributions of birth length and head circumference were 3.4 (1.5 to 7.9) and 4.0 (1.6 to 10.0) times those in the lowest fifths (adjusted for gestational age). The effect of birth weight disappeared after adjustment for birth length or head circumference, whereas the effects of birth length and head circumference remained significant after adjustment for birth weight. For a given size at birth, gestational age was inversely associated with risk (P=0.03 for linear trend). Adjustment for markers of adult risk factors did not affect these findings. Birth size was not associated with rates of breast cancer in postmenopausal women. Size at birth, particularly length and head circumference, is associated with risk of breast cancer in women aged rate, as measured by birth size adjusted for gestational age, rather than size at birth may be the aetiologically relevant factor in premenopausal breast cancer.

Infant temperament moderates relations between maternal parenting in early childhood and children's adjustment in first grade.

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Stright, Anne Dopkins; Gallagher, Kathleen Cranley; Kelley, Ken

2008-01-01

A differential susceptibility hypothesis proposes that children may differ in the degree to which parenting qualities affect aspects of child development. Infants with difficult temperaments may be more susceptible to the effects of parenting than infants with less difficult temperaments. Using latent change curve analyses to analyze data from the National Institute of Child Health and Human Development Study of Early Child Care, the current study found that temperament moderated associations between maternal parenting styles during early childhood and children's first-grade academic competence, social skills, and relationships with teachers and peers. Relations between parenting and first-grade outcomes were stronger for difficult than for less difficult infants. Infants with difficult temperaments had better adjustment than less difficult infants when parenting quality was high and poorer adjustment when parenting quality was lower.

The "Second Academic Revolution": Interpretations of Academic Entrepreneurship

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Zheng, Peijun

2010-01-01

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

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

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Jing, Xiao

2007-01-01

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

Influences for Gender Disparity in Academic Neuroradiology.

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Ahmadi, M; Khurshid, K; Sanelli, P C; Jalal, S; Chahal, T; Norbash, A; Nicolaou, S; Castillo, M; Khosa, F

2018-01-01

There has been extensive interest in promoting gender equality within radiology, a predominately male field. In this study, our aim was to quantify gender representation in neuroradiology faculty rankings and determine any related factors that may contribute to any such disparity. We evaluated the academic and administrative faculty members of neuroradiology divisions for all on-line listed programs in the US and Canada. After excluding programs that did not fulfill our selection criteria, we generated a short list of 85 US and 8 Canadian programs. We found 465 faculty members who met the inclusion criteria for our study. We used Elsevier's SCOPUS for gathering the data pertaining to the publications, H-index, citations, and tenure of the productivity of each faculty member. Gender disparity was insignificant when analyzing academic ranks. There are more men working in neuroimaging relative to women (χ 2 = 0.46; P = .79). However, gender disparity was highly significant for leadership positions in neuroradiology (χ 2 = 6.76; P = .009). The median H-index was higher among male faculty members (17.5) versus female faculty members (9). Female faculty members have odds of 0.84 compared with male faculty members of having a higher H-index, adjusting for publications, citations, academic ranks, leadership ranks, and interaction between gender and publications and gender and citations (9). Neuroradiology faculty members follow the same male predominance seen in many other specialties of medicine. In this study, issues such as mentoring, role models, opportunities to engage in leadership/research activities, funding opportunities, and mindfulness regarding research productivity are explored. © 2018 by American Journal of Neuroradiology.

Academic workload management towards learning, components of academic work

OpenAIRE

Ocvirk, Aleksandra; Trunk Širca, Nada

2013-01-01

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

Matching Subsequences in Trees

DEFF Research Database (Denmark)

Bille, Philip; Gørtz, Inge Li

2009-01-01

Given two rooted, labeled trees P and T the tree path subsequence problem is to determine which paths in P are subsequences of which paths in T. Here a path begins at the root and ends at a leaf. In this paper we propose this problem as a useful query primitive for XML data, and provide new...

Adverse reactions and other factors that impact subsequent blood donation visits.

Science.gov (United States)

Custer, Brian; Rios, Jorge A; Schlumpf, Karen; Kakaiya, Ram M; Gottschall, Jerome L; Wright, David J

2012-01-01

The importance of adverse reactions in terms of donor safety recently has received significant attention, but their role in subsequent donation behavior has not been thoroughly investigated. Six REDS-II blood centers provided data for this analysis. Summary minor and major adverse reaction categories were created. The influence of adverse reactions on donation was examined in two ways: Kaplan-Meier curves were generated to determine the cumulative pattern of first return, and adjusted odds ratios (AORs) for demographic and other factors positively and negatively associated with return were estimated using multivariable logistic regression. Donors who had major reactions had longer times to return than donors with minor or no reactions. The AOR of returning for donors with major reactions was 0.32 (95% confidence interval [CI], 0.28-0.37) and with minor reactions 0.59 (95% CI, 0.56-0.62) when compared to donors who did not have reactions. Conversely, the most important factors positively associated with return were the number of donations in the previous year and increasing age. Subsequent return, whether a major, minor, or no reaction occurred, varied by blood center. Factors that are associated with the risk of having adverse reactions were not substantial influences on the return after adverse reactions. Having an adverse reaction leads to significantly lower odds of subsequent donation irrespective of previous donation history. Factors that have been associated with a greater risk of adverse reactions were not important positive or negative predictors of return after a reaction. © 2011 American Association of Blood Banks.

Academics respond

DEFF Research Database (Denmark)

Hazel, Spencer

2015-01-01

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

Is past academic productivity predictive of radiology resident academic productivity?

Science.gov (United States)

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

2002-02-01

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

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

Directory of Open Access Journals (Sweden)

Yu-Ting Chiang

2006-12-01

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

Variation in treatment of blunt splenic injury in Dutch academic trauma centers.

Science.gov (United States)

Olthof, Dominique C; Luitse, Jan S K; de Rooij, Philippe P; Leenen, Loek P H; Wendt, Klaus W; Bloemers, Frank W; Goslings, J Carel

2015-03-01

The incidence of splenectomy after trauma is institutionally dependent and varies from 18% to as much as 40%. This is important because variation in management influences splenic salvage. The aim of this study was to investigate whether differences exist between Dutch level 1 trauma centers with respect to the treatment of these injuries, and if variation in treatment was related to splenic salvage, spleen-related reinterventions, and mortality. Consecutive adult patients who were admitted between January 2009 and December 2012 to five academic level 1 trauma centers were identified. Multinomial logistic regression was used to measure the influence of hospital on treatment strategy, controlling for hemodynamic instability on admission, high grade (American Association for the Surgery of Trauma 3-5) splenic injury, and injury severity score. Binary logistic regression was used to quantify differences among hospitals in splenic salvage rate. A total of 253 patients were included: 149 (59%) were observed, 57 (23%) were treated with splenic artery embolization and 47 (19%) were operated. The observation rate was comparable in all hospitals. Splenic artery embolization and surgery rates varied from 9%-32% and 8%-28%, respectively. After adjustment, the odds of operative management were significantly higher in one hospital compared with the reference hospital (adjusted odds ratio 4.98 [1.02-24.44]). The odds of splenic salvage were significantly lower in another hospital compared with the reference hospital (adjusted odds ratio 0.20 [0.03-1.32]). Although observation rates were comparable among the academic trauma centers, embolization and surgery rates varied. A nearly 5-fold increase in the odds of operative management was observed in one hospital, and another hospital had significantly lower odds of splenic salvage. The development of a national guideline is recommended to minimalize splenectomy after trauma. Copyright © 2015 Elsevier Inc. All rights reserved.

Reliability and validity of academic motivation scale for sports high school students’

Directory of Open Access Journals (Sweden)

Haslofça Fehime

2016-01-01

Full Text Available This study was designed to test validity and reliability of Academic Motivation Scale (AMS for sports high school students. The research conducted with 357 volunteered girls (n=117 and boys (n=240. Confirmatory factor analysis showed that Chi square (χ2, degrees of freedom (df and χ2/df ratio were 1102.90, 341 and 3.234, respectively. Goodness of Fit Index, Comparative Fit Index, Non-normed Fit Index and Incremental Fit Index were between 0.92-0.95. Additionally, Adjusted Goodness of Fit Index, An Average Errors Square Root and Root Mean Square Error of Approximation were 0.88, 0.070 and 0.079, respectively. Subscale reliability coefficients were between 0.77 and 0.86. Test-retest correlations of AMS were found between 0.79 and 0.91. Results showed that scale was suitable for determination of sports high school students’ academicals motivation levels.

Risk factors and the choice of long-acting reversible contraception following medical abortion: effect on subsequent induced abortion and unwanted pregnancy.

Science.gov (United States)

Korjamo, Riina; Heikinheimo, Oskari; Mentula, Maarit

2018-04-01

To analyse the post-abortion effect of long-acting reversible contraception (LARC) plans and initiation on the risk of subsequent unwanted pregnancy and abortion. retrospective cohort study of 666 women who underwent medical abortion between January-May 2013 at Helsinki University Hospital, Finland. Altogether 159 (23.8%) women planning post-abortion use of levonorgestrel-releasing intrauterine system (LNG-IUS) participated in a randomized study and had an opportunity to receive the LNG-IUS free-of-charge from the hospital. The other 507 (76.2%) women planned and obtained their contraception according to clinical routine. Demographics, planned contraception, and LARC initiation at the time of the index abortion were collected. Data on subsequent abortions were retrieved from the Finnish Abortion Register and electronic patient files until the end of 2014. During the 21 months ([median], IQR 20-22) follow-up, 54(8.1%) women requested subsequent abortions. When adjusted for age, previous pregnancies, deliveries, induced abortions and gestational-age, planning LARC for post-abortion contraception failed to prevent subsequent abortion (33 abortions/360 women, 9.2%) compared to other contraceptive plans (21/306, 6.9%) (HR 1.22, 95% CI 0.68-2.17). However, verified LARC initiation decreased the abortion rate (4 abortions/177 women, 2.3%) compared to women with uncertain LARC initiation status (50/489, 10.2%) (HR 0.17, 95% CI 0.06-0.48). When adjusted for LARC initiation status, age abortion (27 abortions/283 women, 9.5%) compared to women ≥25 years (27/383, 7.0%, HR1.95, 95% CI 1.04-3.67). Initiation of LARC as part of abortion service at the time of medical abortion is an important means to prevent subsequent abortion, especially among young women.

SALARY AND PENSION ADJUSTMENTS AND OTHER CHANGES TO THE STAFF RULES & REGULATIONS

CERN Multimedia

Human Resources Division

2002-01-01

In accordance with decisions taken by the Finance Committee and Council in December 2001, salaries and pensions are adjusted with effect from 1 January 2002. Information on these decisions and other main changes concerning the Staff Rules & Regulations is summarised below : Scale of basic salaries and scale of basic stipends (Annex R A 1 and R A 2 respectively) : increased by 1.3% with effect from 1 January 2002. Family Allowance and Child Allowance (Annex R A 4) : increased by 0.8% with effect from 1 January 2002. Reimbursement of education fees : maximum amounts of reimbursement stipulated in Article R A 8.01 are increased by 0.8% for the academic year 2001/2002, i.e. with effect from 1 September 2001. Variable Subsistence Indemnity for duty travel (Articles R IV 1.40 and 1.41): revised rates, as proposed by the Management, applied with effect from 1 January 2002. Related adjustments will be implemented wherever applicable to Paid Associates and Students. Pensions : increased by 0.8% with effect ...

Sitting and standing postures are corrected by adjustable furniture with lowered muscle tension in high-school students.

Science.gov (United States)

Koskelo, R; Vuorikari, K; Hänninen, O

2007-10-01

This study compared the effect of 24 months of adjustable school desks and chairs usage (the intervention) and traditional non-adjustable usage (the control condition) on sitting and standing postures, muscle strength, classroom muscle tension, pain and learning in 15 (8 female and 7 male) high-school students and 15 anthropometrically and gender matched control students from neighbouring schools. It was assessed whether any responses took place after growth cessation. In comparison with controls, the intervention group of students' sitting postures standing kyphosis, scoliosis and lordosis became significantly better, both before and after growth cessation. Trunk muscle strength increased in the intervention students whose muscle tension during classes fell significantly in the trapezius and lumbar muscles, whereas in control students' lumbar tension increased. Headache and low-back pain correlated with neck-shoulder pain and trapezius muscle tension. Intervention students reported that they experienced benefits from the adjustable tables and chairs. They also received significantly better overall marks than the controls at the end of high school. It is concluded that the adjustable school desks and chairs promoted better sitting and standing postures, increased muscle strength, alleviated pain and appeared to be associated with better overall academic marks.

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

International Nuclear Information System (INIS)

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

2017-01-01

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

From Academic to Post-Academic Science

Directory of Open Access Journals (Sweden)

Mohammad Amin Ghaneirad

2014-03-01

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

Association between physical activity and academic performance in Korean adolescent students

Directory of Open Access Journals (Sweden)

So Wi-Young

2012-04-01

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

Delayed, but not immediate, feedback after multiple-choice questions increases performance on a subsequent short-answer, but not multiple-choice, exam: evidence for the dual-process theory of memory.

Science.gov (United States)

Sinha, Neha; Glass, Arnold Lewis

2015-01-01

Three experiments, two performed in the laboratory and one embedded in a college psychology lecture course, investigated the effects of immediate versus delayed feedback following a multiple-choice exam on subsequent short answer and multiple-choice exams. Performance on the subsequent multiple-choice exam was not affected by the timing of the feedback on the prior exam; however, performance on the subsequent short answer exam was better following delayed than following immediate feedback. This was true regardless of the order in which immediate versus delayed feedback was given. Furthermore, delayed feedback only had a greater effect than immediate feedback on subsequent short answer performance following correct, confident responses on the prior exam. These results indicate that delayed feedback cues a student's prior response and increases subsequent recollection of that response. The practical implication is that delayed feedback is better than immediate feedback during academic testing.

Splenectomy and increased subsequent cancer risk: a nationwide population-based cohort study.

Science.gov (United States)

Sun, Li-Min; Chen, Hsuan-Ju; Jeng, Long-Bin; Li, Tsai-Chung; Wu, Shih-Chi; Kao, Chia-Hung

2015-08-01

Splenectomy has been suggested to have an impact on immunological function, and subsequent development of cancer has been recognized as a possible adverse effect of splenectomy. This study evaluated the possible association between splenectomy and malignancy in Taiwan. A cohort study consisted of including 2,603 patients with nontraumatic and 2,295 patients with traumatic splenectomy, and then randomly frequency matched with 4 participants without splenectomy. The Cox proportional hazard regression analysis was conducted to estimate the influence of splenectomy on cancer risk. Both nontraumatic and traumatic splenectomy had a significantly higher risk for overall cancer development (adjusted hazard ratios are 2.64 and 1.29 for nontraumatic and traumatic reasons, respectively). After adjusting for age, sex, and comorbidities, patients with splenectomy were associated with significantly higher risks for developing certain gastrointestinal tract cancers, other head and neck cancers, and hematological malignancies, and the phenomenon is more prominent in nontraumatic splenectomy group. This nationwide population-based study found that people with splenectomy have higher risks of developing overall cancer, as well as certain site-specific cancers, especially for patients with nontraumatic reasons. Copyright © 2015 Elsevier Inc. All rights reserved.

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

Science.gov (United States)

Kirikkanat, Berke; Soyer, Makbule Kali

2018-01-01

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

NET SALARY ADJUSTMENT

CERN Multimedia

Finance Division

2001-01-01

On 15 June 2001 the Council approved the correction of the discrepancy identified in the net salary adjustment implemented on 1st January 2001 by retroactively increasing the scale of basic salaries to achieve the 2.8% average net salary adjustment approved in December 2000. We should like to inform you that the corresponding adjustment will be made to your July salary. Full details of the retroactive adjustments will consequently be shown on your pay slip.

Subsequence Automata with Default Transitions

DEFF Research Database (Denmark)

Bille, Philip; Gørtz, Inge Li; Skjoldjensen, Frederik Rye

2016-01-01

of states and transitions) of the subsequence automaton is O(nσ) and that this bound is asymptotically optimal. In this paper, we consider subsequence automata with default transitions, that is, special transitions to be taken only if none of the regular transitions match the current character, and which do...... not consume the current character. We show that with default transitions, much smaller subsequence automata are possible, and provide a full trade-off between the size of the automaton and the delay, i.e., the maximum number of consecutive default transitions followed before consuming a character......(nσ) and delay O(1), thus matching the bound for the standard subsequence automaton construction. The key component of our result is a novel hierarchical automata construction of independent interest....

Cyber and bias-based harassment: associations with academic, substance use, and mental health problems.

Science.gov (United States)

Sinclair, Katerina O; Bauman, Sheri; Poteat, V Paul; Koenig, Brian; Russell, Stephen T

2012-05-01

To examine how two forms of interstudent harassment, cyber and bias-based harassment, are associated with academic, substance use, and mental health problems. We used a population-based survey of 17,366 middle and high school students that assessed harassment due to race/ethnicity or sexual orientation, and harassment through the Internet or text messaging along with other forms of interstudent harassment. Odds ratios indicated that students experiencing both cyber and bias-based harassment were at the greatest risk for adjustment problems across all indicators, with suicidal ideation and attempts having the largest risk differences. Assessments of adolescent health and adjustment should include questions regarding both cyber and bias-based harassment. Copyright © 2012 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Screen media usage, sleep time and academic performance in adolescents: clustering a self-organizing maps analysis.

Science.gov (United States)

Peiró-Velert, Carmen; Valencia-Peris, Alexandra; González, Luis M; García-Massó, Xavier; Serra-Añó, Pilar; Devís-Devís, José

2014-01-01

Screen media usage, sleep time and socio-demographic features are related to adolescents' academic performance, but interrelations are little explored. This paper describes these interrelations and behavioral profiles clustered in low and high academic performance. A nationally representative sample of 3,095 Spanish adolescents, aged 12 to 18, was surveyed on 15 variables linked to the purpose of the study. A Self-Organizing Maps analysis established non-linear interrelationships among these variables and identified behavior patterns in subsequent cluster analyses. Topological interrelationships established from the 15 emerging maps indicated that boys used more passive videogames and computers for playing than girls, who tended to use mobile phones to communicate with others. Adolescents with the highest academic performance were the youngest. They slept more and spent less time using sedentary screen media when compared to those with the lowest performance, and they also showed topological relationships with higher socioeconomic status adolescents. Cluster 1 grouped boys who spent more than 5.5 hours daily using sedentary screen media. Their academic performance was low and they slept an average of 8 hours daily. Cluster 2 gathered girls with an excellent academic performance, who slept nearly 9 hours per day, and devoted less time daily to sedentary screen media. Academic performance was directly related to sleep time and socioeconomic status, but inversely related to overall sedentary screen media usage. Profiles from the two clusters were strongly differentiated by gender, age, sedentary screen media usage, sleep time and academic achievement. Girls with the highest academic results had a medium socioeconomic status in Cluster 2. Findings may contribute to establishing recommendations about the timing and duration of screen media usage in adolescents and appropriate sleep time needed to successfully meet the demands of school academics and to improve

Screen media usage, sleep time and academic performance in adolescents: clustering a self-organizing maps analysis.

Directory of Open Access Journals (Sweden)

Carmen Peiró-Velert

Full Text Available Screen media usage, sleep time and socio-demographic features are related to adolescents' academic performance, but interrelations are little explored. This paper describes these interrelations and behavioral profiles clustered in low and high academic performance. A nationally representative sample of 3,095 Spanish adolescents, aged 12 to 18, was surveyed on 15 variables linked to the purpose of the study. A Self-Organizing Maps analysis established non-linear interrelationships among these variables and identified behavior patterns in subsequent cluster analyses. Topological interrelationships established from the 15 emerging maps indicated that boys used more passive videogames and computers for playing than girls, who tended to use mobile phones to communicate with others. Adolescents with the highest academic performance were the youngest. They slept more and spent less time using sedentary screen media when compared to those with the lowest performance, and they also showed topological relationships with higher socioeconomic status adolescents. Cluster 1 grouped boys who spent more than 5.5 hours daily using sedentary screen media. Their academic performance was low and they slept an average of 8 hours daily. Cluster 2 gathered girls with an excellent academic performance, who slept nearly 9 hours per day, and devoted less time daily to sedentary screen media. Academic performance was directly related to sleep time and socioeconomic status, but inversely related to overall sedentary screen media usage. Profiles from the two clusters were strongly differentiated by gender, age, sedentary screen media usage, sleep time and academic achievement. Girls with the highest academic results had a medium socioeconomic status in Cluster 2. Findings may contribute to establishing recommendations about the timing and duration of screen media usage in adolescents and appropriate sleep time needed to successfully meet the demands of school academics and

Abortion in young women and subsequent mental health.

Science.gov (United States)

Fergusson, David M; Horwood, L John; Ridder, Elizabeth M

2006-01-01

The extent to which abortion has harmful consequences for mental health remains controversial. We aimed to examine the linkages between having an abortion and mental health outcomes over the interval from age 15-25 years. Data were gathered as part of the Christchurch Health and Development Study, a 25-year longitudinal study of a birth cohort of New Zealand children. Information was obtained on: a) the history of pregnancy/abortion for female participants over the interval from 15-25 years; b) measures of DSM-IV mental disorders and suicidal behaviour over the intervals 15-18, 18-21 and 21-25 years; and c) childhood, family and related confounding factors. Forty-one percent of women had become pregnant on at least one occasion prior to age 25, with 14.6% having an abortion. Those having an abortion had elevated rates of subsequent mental health problems including depression, anxiety, suicidal behaviours and substance use disorders. This association persisted after adjustment for confounding factors. The findings suggest that abortion in young women may be associated with increased risks of mental health problems.

The academic library network

Directory of Open Access Journals (Sweden)

Jacek Wojciechowski

2012-01-01

Full Text Available The efficiency of libraries, academic libraries in particular, necessitates organizational changes facilitating or even imposing co-operation. Any structure of any university has to have an integrated network of libraries, with an appropriate division of work, and one that is consolidated as much as it is possible into medium-size or large libraries. Within thus created network, a chance arises to centralize the main library processes based on appropriate procedures in the main library, highly specialized, more effective and therefore cheaper in operation, including a co-ordination of all more important endeavours and tasks. Hierarchically subordinated libraries can be thus more focused on performing their routine service, more and more frequently providing for the whole of the university, and being able to adjust to changeable requirements and demands of patrons and of new tasks resulting from the new model of the university operation. Another necessary change seems to be a universal implementation of an ov rall programme framework that would include all services in the university’s library networks.

Subsequence automata with default transitions

DEFF Research Database (Denmark)

Bille, Philip; Gørtz, Inge Li; Skjoldjensen, Frederik Rye

2017-01-01

of states and transitions) of the subsequence automaton is O(nσ) and that this bound is asymptotically optimal. In this paper, we consider subsequence automata with default transitions, that is, special transitions to be taken only if none of the regular transitions match the current character, and which do...... not consume the current character. We show that with default transitions, much smaller subsequence automata are possible, and provide a full trade-off between the size of the automaton and the delay, i.e., the maximum number of consecutive default transitions followed before consuming a character......(1), thus matching the bound for the standard subsequence automaton construction. Finally, we generalize the result to multiple strings. The key component of our result is a novel hierarchical automata construction of independent interest....

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

Science.gov (United States)

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

2017-01-01

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

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

Directory of Open Access Journals (Sweden)

Alberto A. Alegre

2014-06-01

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

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

Science.gov (United States)

Xun, Gong

2007-01-01

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

Association between Self-Reported Academic Performance and Risky Sexual Behavior among Ugandan University Students- A Cross Sectional Study

Science.gov (United States)

Mehra, Devika; Kyagaba, Emmanuel; Östergren, Per-Olof; Agardh, Anette

2014-01-01

Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gender affects this relationship among Ugandan university students. In 2010, 1,954 students participated in a cross-sectional survey, conducted at Mbarara University of Science and Technology in southwestern Uganda (72% response rate). Multivariate logistic regression analysis was used for the analysis. 1,179 (60.3%) students in our study sample reported having debuted sexually. Of these 440 (42.2%) used condoms inconsistently with new sexual partners, and 344 (33.6%) had had multiple sexual partners. We found a statistically significant association between poor academic performance and inconsistent condom use with a new sex partner and this association remained significant even after adjusting for all the potential confounders. There was no such association detected regarding multiple sexual partners. We also found that gender modified the effect of poor academic performance on inconsistent condom use. Females, who were poor academic performers, were found to be at a higher risk of inconsistent condom use than their male counterparts. Interventions should be designed to provide extra support to poor academic performers, which may improve their performance and self-esteem, which in turn might reduce their risky sexual behaviors. PMID:24999121

Association between self-reported academic performance and risky sexual behavior among Ugandan university students- a cross sectional study.

Science.gov (United States)

Mehra, Devika; Kyagaba, Emmanuel; Ostergren, Per-Olof; Agardh, Anette

2014-04-16

Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gender affects this relationship among Ugandan university students. In 2010, 1,954 students participated in a cross-sectional survey, conducted at Mbarara University of Science and Technology in southwestern Uganda (72% response rate). Multivariate logistic regression analysis was used for the analysis. 1,179 (60.3%) students in our study sample reported having debuted sexually. Of these 440 (42.2%) used condoms inconsistently with new sexual partners, and 344 (33.6%) had had multiple sexual partners. We found a statistically significant association between poor academic performance and inconsistent condom use with a new sex partner and this association remained significant even after adjusting for all the potential confounders. There was no such association detected regarding multiple sexual partners. We also found that gender modified the effect of poor academic performance on inconsistent condom use. Females, who were poor academic performers, were found to be at a higher risk of inconsistent condom use than their male counterparts. Interventions should be designed to provide extra support to poor academic performers, which may improve their performance and self-esteem, which in turn might reduce their risky sexual behaviors.

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

Directory of Open Access Journals (Sweden)

Shalini Dukhan

2016-11-01

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

Qualification of academic facilities for small-scale automated manufacture of autologous cell-based products.

Science.gov (United States)

Hourd, Paul; Chandra, Amit; Alvey, David; Ginty, Patrick; McCall, Mark; Ratcliffe, Elizabeth; Rayment, Erin; Williams, David J

2014-01-01

Academic centers, hospitals and small companies, as typical development settings for UK regenerative medicine assets, are significant contributors to the development of autologous cell-based therapies. Often lacking the appropriate funding, quality assurance heritage or specialist regulatory expertise, qualifying aseptic cell processing facilities for GMP compliance is a significant challenge. The qualification of a new Cell Therapy Manufacturing Facility with automated processing capability, the first of its kind in a UK academic setting, provides a unique demonstrator for the qualification of small-scale, automated facilities for GMP-compliant manufacture of autologous cell-based products in these settings. This paper shares our experiences in qualifying the Cell Therapy Manufacturing Facility, focusing on our approach to streamlining the qualification effort, the challenges, project delays and inefficiencies we encountered, and the subsequent lessons learned.

The academic prince.

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McGregor, Maurice

2002-12-01

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

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

Science.gov (United States)

Korn, Liat; Davidovitch, Nitza

2016-01-01

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

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

Science.gov (United States)

Korn, Liat; Davidovitch, Nitza

2016-08-29

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

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

Science.gov (United States)

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

2015-05-01

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

The association between smoking and subsequent suicide-related outcomes in the National Comorbidity Survey panel sample.

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Kessler, R C; Borges, G; Sampson, N; Miller, M; Nock, M K

2009-12-01

Controversy exists about whether the repeatedly documented associations between smoking and subsequent suicide-related outcomes (SROs; ideation, plans, gestures and attempts) are due to unmeasured common causes or to causal effects of smoking on SROs. We address this issue by examining associations of smoking with subsequent SROs with and without controls for potential explanatory variables in the National Comorbidity Survey (NCS) panel. The latter consists of 5001 people who participated in both the 1990-2002 NCS and the 2001-2003 NCS follow-up survey. Explanatory variables include sociodemographics, potential common causes (parental history of mental-substance disorders; other respondent childhood adversities) and potential mediators (respondent history of Diagnostic and Statistical Manual of Mental Disorders, 3rd edn, revised mental-substance disorders). Small gross (that is, without controls) prospective associations are found between history of early-onset nicotine dependence and both subsequent suicide ideation and, among ideators, subsequent suicide plans. None of the baseline smoking measures, though, predicts subsequent suicide gestures or attempts among ideators. The smoking-ideation association largely disappear, but the association of early-onset nicotine dependence with subsequent suicide plans persists (odds ratio=3.0), after adjustment for control variables. However, the latter association is as strong with remitted as active nicotine dependence, arguing against a direct causal effect of nicotine dependence on suicide plans. Decomposition of the control variable effects, furthermore, suggests that these effects are due to common causes more than to mediators. These results refine our understanding of the ways in which smoking is associated with later SROs and for the most part argue against the view that these associations are due to causal effects of smoking.

Academic Entrepreneurship and Traditional Academic Duties: Synergy or Rivalry?

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De Silva, Muthu

2016-01-01

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

Relocalising academic literacy

DEFF Research Database (Denmark)

Clemensen, Nana; Holm, Lars

2017-01-01

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

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

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Erden, Hale

2016-01-01

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

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

Directory of Open Access Journals (Sweden)

Abbasi M.

2016-02-01

Full Text Available Aims: Due to the studentship stressful factors and challenging clinical conditions and internship, the nursing students undergo emotional exhaustion and academic burnout. The outcomes might, also, negatively affect their academic engagement and functions. The aim of this study was to explain the academic motivation of the nursing students based on the social welfare and vitality.  Instrument & Methods: In the correlational study, the nursing students of Arak University of Medical Sciences were studied in the academic year 2014-15. 210 students were selected via available sampling. Data was collected using academic motivation, Kees social welfare, and academic vitality questionnaires. Data was analyzed by SPSS 18 software using Pearson correlation and multivariate regression tests. Findings: The total mean scores of social welfare, academic motivation, and academic vitality were 98.68±13.21, 40.55±5.98, and 18.58±7.58, respectively. There were significant and positive correlations between social welfare and academic motivation (r=0.183; p<0.001 and the subscales including emotional motivation (r=0.103; p<0.048 and cognitive motivation (r=0.154; p<0.003. Due to the lack of any correlation between academic vitality and academic motivation and its sub-scales, the academic vitality could not predict the academic motivation. Nevertheless, the social welfare could predict 33% of the variance of academic motivation. Conclusion: The social welfare plays an important role to determine the academic motivation of nursing students. Nevertheless, academic vitality plays no role. 

School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment

Science.gov (United States)

Chavous, Tabbye M.; Griffin, Tiffany M.

2012-01-01

The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls’ analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls’ models predicting psychological outcomes and in boys’ models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents. PMID:22837794

Academic Training - Studying Anti-Matter

CERN Multimedia

Françoise Benz

2006-01-01

ACADEMIC TRAINING LECTURE SERIES 24, 25, 26 April from 11:00 to 12:00 - Main Auditorium, bldg. 500 Main Auditorium, bldg. 500 on 14, 15 March, Council Room on 13, 16 March Studying Anti-Matter R. LANDUA / DSU Antiparticles are a crucial ingredient of particle physics and cosmology. Almost 80 years after Dirac's bold prediction and the subsequent discovery of the positron in 1932, antiparticles are still in the spotlight of modern physics. This lecture for non-specialists will start with a theoretical and historical introduction. Why are antiparticles needed? When and how were they discovered? Why is the (CPT) symmetry between particles and antiparticles so fundamental? What is their role in cosmology? The second part will give an overview about the many aspects of antiparticles in experimental physics: their production, their use in colliders; as a probe inside atoms or nuclei; or as an object to study fundamental symmetries. In the third part, the lecture will focus on results and challenges of the '...

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

Science.gov (United States)

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

2012-01-01

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

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

Science.gov (United States)

Rudasill, Kathleen Moritz; Callahan, Carolyn M.

2010-01-01

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

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

Directory of Open Access Journals (Sweden)

Pourseyyed SM

2015-07-01

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

Aging effect on step adjustments and stability control in visually perturbed gait initiation.

Science.gov (United States)

Sun, Ruopeng; Cui, Chuyi; Shea, John B

2017-10-01

Gait adaptability is essential for fall avoidance during locomotion. It requires the ability to rapidly inhibit original motor planning, select and execute alternative motor commands, while also maintaining the stability of locomotion. This study investigated the aging effect on gait adaptability and dynamic stability control during a visually perturbed gait initiation task. A novel approach was used such that the anticipatory postural adjustment (APA) during gait initiation were used to trigger the unpredictable relocation of a foot-size stepping target. Participants (10 young adults and 10 older adults) completed visually perturbed gait initiation in three adjustment timing conditions (early, intermediate, late; all extracted from the stereotypical APA pattern) and two adjustment direction conditions (medial, lateral). Stepping accuracy, foot rotation at landing, and Margin of Dynamic Stability (MDS) were analyzed and compared across test conditions and groups using a linear mixed model. Stepping accuracy decreased as a function of adjustment timing as well as stepping direction, with older subjects exhibited a significantly greater undershoot in foot placement to late lateral stepping. Late adjustment also elicited a reaching-like movement (i.e. foot rotation prior to landing in order to step on the target), regardless of stepping direction. MDS measures in the medial-lateral and anterior-posterior direction revealed both young and older adults exhibited reduced stability in the adjustment step and subsequent steps. However, young adults returned to stable gait faster than older adults. These findings could be useful for future study of screening deficits in gait adaptability and preventing falls. Copyright © 2017 Elsevier B.V. All rights reserved.

Ants avoid superinfections by performing risk-adjusted sanitary care.

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Konrad, Matthias; Pull, Christopher D; Metzler, Sina; Seif, Katharina; Naderlinger, Elisabeth; Grasse, Anna V; Cremer, Sylvia

2018-03-13

Being cared for when sick is a benefit of sociality that can reduce disease and improve survival of group members. However, individuals providing care risk contracting infectious diseases themselves. If they contract a low pathogen dose, they may develop low-level infections that do not cause disease but still affect host immunity by either decreasing or increasing the host's vulnerability to subsequent infections. Caring for contagious individuals can thus significantly alter the future disease susceptibility of caregivers. Using ants and their fungal pathogens as a model system, we tested if the altered disease susceptibility of experienced caregivers, in turn, affects their expression of sanitary care behavior. We found that low-level infections contracted during sanitary care had protective or neutral effects on secondary exposure to the same (homologous) pathogen but consistently caused high mortality on superinfection with a different (heterologous) pathogen. In response to this risk, the ants selectively adjusted the expression of their sanitary care. Specifically, the ants performed less grooming and more antimicrobial disinfection when caring for nestmates contaminated with heterologous pathogens compared with homologous ones. By modulating the components of sanitary care in this way the ants acquired less infectious particles of the heterologous pathogens, resulting in reduced superinfection. The performance of risk-adjusted sanitary care reveals the remarkable capacity of ants to react to changes in their disease susceptibility, according to their own infection history and to flexibly adjust collective care to individual risk.

Administrative skills for academic physicians.

Science.gov (United States)

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

1989-01-01

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

Macular pigment optical density is positively associated with academic performance among preadolescent children.

Science.gov (United States)

Barnett, Sasha M; Khan, Naiman A; Walk, Anne M; Raine, Lauren B; Moulton, Christopher; Cohen, Neal J; Kramer, Arthur F; Hammond, Billy R; Renzi-Hammond, Lisa; Hillman, Charles H

2017-05-23

Macular pigment optical density (MPOD) - a non-invasive indicator of retinal xanthophylls and correlate of brain lutein - has been associated with superior cognitive function among adult populations. Given that lutein accumulation in the brain occurs in early life, it is possible that the cognitive implications of greater MPOD may be evident in childhood. Participants aged 8-9 years (n = 56) completed MPOD measurements via heterochromatic flicker photometry. Academic performance was assessed using the Kaufman Test of Academic and Educational Achievement II (KTEA). Habitual dietary intake of L and Z was measured among a subsample of participants (n = 35) using averaged 3-day food records. Stepwise hierarchical regression models were developed to determine the relationship between MPOD and academic achievement tests, following the adjustment of key covariates including sex, aerobic fitness, body composition, and intelligence quotient (IQ). The regression analyses revealed that MPOD improved the model, beyond the covariates, for overall academic achievement (ΔR 2  = 0.10, P mathematics (ΔR 2  = 0.07, P = 0.02), and written language composite standard scores (ΔR 2  = 0.15, P < 0.01). This is the first study to demonstrate that retinal L and Z, measured as MPOD, is positively related to academic achievement in children, even after accounting for the robust effects of IQ and other demographic factors. These findings extend the positive associations observed between MPOD and cognitive abilities to a pediatric population. Trail registration: The Fitness Improves Thinking in Kids 2 (FITKids2) trial was registered at www.clinicaltrials.gov as NCT01619826.

Social competence and parental practices in adolescents with high and low academic achievement / Competência social e práticas educativas parentais em adolescentes com alto e baixo rendimento acadêmico

Directory of Open Access Journals (Sweden)

Graziela Sapienza

2009-01-01

Full Text Available This paper investigated the relations between social competence, parental practices and academic performance in adolescents. 66 adolescents took part in the study and they were divided in two groups: high and low academic performance. The tools used in this research were CBCL and YSR (Achenbach, 1991, and IEP (Gomide, 2006. The results showed that adolescents of high academic achievements are perceived by the parents as socially competent and are raised with more positive parental practices. The data indicated that academic performance is also influenced by the social competence and the way the adolescents are educated by the parents. Those aspects should be considered in interventions that aim at promoting the improvement of academic performance and development of a behavior adjusted to the school.

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