WorldWideScience

Sample records for subsequent academic success

  1. Fitness Change and Subsequent Academic Performance in Adolescents

    Science.gov (United States)

    Chen, Li-Jung; Fox, Kenneth R.; Ku, Po-Wen; Taun, Chih-Yang

    2013-01-01

    Background: This study examined the association between fitness change and subsequent academic performance in Taiwanese schoolchildren from 7th grade to 9th grade. Methods: The 7th graders from 1 junior high school district participated in this study (N=669). Academic performance was

  2. Undisciplined beginnings, academic success, and discursive psychology.

    Science.gov (United States)

    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.

  3. 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.

  4. 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.

  5. 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.

  6. Predictors of Academic Success for Optometry Students

    Science.gov (United States)

    Buckingham, Robert S.

    2012-01-01

    Optometry school admissions are very competitive. With more applicants than available slots, admission committees must choose those students whom they feel will be successful graduates. Previous studies in the health profession schools have demonstrated that the predictors of academic achievement are preadmission science grade point average (GPA),…

  7. Impact of Collegiate Recreation on Academic Success

    Science.gov (United States)

    Sanderson, Heather; DeRousie, Jason; Guistwite, Nicole

    2018-01-01

    This study examined the impact of collegiate recreation participation on academic success as measured by grade point average, course credit completion, and persistence or graduation. Logistic and multiple regressions were run to explore the relationship between total recreation contact hours and outcome variables. Results indicated a positive and…

  8. The Role of Librarians in Academic Success

    Directory of Open Access Journals (Sweden)

    Claudia J. Dold

    2013-04-01

    Full Text Available Librarians address all levels of information needs for the university: its acquisition, its production, its storage, and instruction for its safe and gainful use. Most of today's college students have a high degree of computer literacy but are weak in their abilities to determine the quality of the information that is so readily available. Students need to be taught to find, evaluate, and use information in an academically-oriented manner in order to solve complex problems. Good library skills are integral to academic success. In conjunction with research and teaching faculty, librarians create a framework for knowledge acquisition in the evolving university education.

  9. Predicting academic success among deaf college students.

    Science.gov (United States)

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

    2009-01-01

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

  10. Motivational Factors of Student Nurse Athletes Attributing to Academic Success.

    Science.gov (United States)

    Forst, Kimberly A

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

  11. The Hathaway Scholarship and Academic Preparation: A Study of Perceptions of Academic Preparation and Academic Success

    Science.gov (United States)

    Aagard, Tammy Lindsay

    2010-01-01

    With the implementation of the Hathaway scholarship in the state of Wyoming, questions arose regarding the effectiveness of a prescribed set of high school courses (the Success Curriculum) in preparing students for success in college. This research sought to determine the perceptions of academic preparation of students who earned the Hathaway…

  12. Sleep and academic success: mechanisms, empirical evidence, and interventional strategies.

    Science.gov (United States)

    Gruber, Reut; Wiebe, Sabrina T; Wells, Samantha Ashley; Cassoff, Jamie; Monson, Eva

    2010-12-01

    Mounting evidence indicates that sleep is beneficial for learning, memory, attention, and academic success. However, the importance of sleep in these contexts has rarely been addressed in programs aimed at optimizing academic performance. This review aims to describe the role that sleep plays in processes pertaining to academic achievement. We first describe the basic sleep processes and their role with respect to cognitive and behavioral/emotional systems important for academic performance. We next review studies conducted to assess the association between sleep and academic performance, concluding by describing interventional programs being used to optimize sleep in the context of academic success.

  13. 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…

  14. The Influence of Peer Groups on Academic Success

    Science.gov (United States)

    Sallee, Margaret W.; Tierney, William G.

    2007-01-01

    The authors examine how peer relationships influence students' academic success. After defining peer groups, the article considers the ways in which students' peer networks facilitate or inhibit access to academic resources. The authors argue that the composition and purpose of a peer group influences academic achievement and students' likelihood…

  15. Academic Success of Adolescents in Poverty

    Science.gov (United States)

    Palomar-Lever, Joaquina; Victorio-Estrada, Amparo

    2017-01-01

    This study identified significant predictors of important academic results such as academic performance and school desertion by adolescent students living in poverty in both urban and rural settings. The results indicate the relative importance of individual, family, educational and social variables reported by the young people, and the…

  16. The Personal Characteristics Predictors of Academic Success

    Science.gov (United States)

    Angelkoska, Slagana; Stankovska, Gordana; Dimitrovski, Dimitar

    2016-01-01

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

  17. International Students' Confidence and Academic Success

    Science.gov (United States)

    Telbis, Nicola Miky

    2013-01-01

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

  18. 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…

  19. A longitudinal study of childhood obesity, weight status change, and subsequent academic performance in Taiwanese children.

    Science.gov (United States)

    Chen, Li-Jung; Fox, Kenneth R; Ku, Po-Wen; Wang, Ching-Hui

    2012-09-01

    This study examined the association among childhood obesity, weight status change, and subsequent academic performance at 6-year follow-up. First-grade students from one elementary school district in Taichung City, Taiwan were followed for 6 years (N = 409). Academic performance was extracted from the school records at the end of each grade. Weight and height were measured at the beginning of each grade. A weight change variable was created based on each child's weight status difference at grades 1 and 6. A multivariate linear regression model for predicting academic performance at grade 6 was developed with adjustment for individual characteristics and family factors. A latent growth curve (LGC) showed the association between changes in body mass index (BMI) and in academic performance across a 6-year period. BMI in children increased significantly across 6 years. The rate of increase in BMI over 6 years was higher for children with higher baseline BMIs than it was for children with lower baseline BMIs. However, BMI changes were not significantly associated with changes of academic performance. There was no significant relationship between initial obesity or change in weight status and subsequent academic performance. It appears that either being or becoming overweight/obese did not impact academic achievement for these Taiwanese children. © 2012, American School Health Association.

  20. International Academic Success: Institutional Planning & Analysis

    Science.gov (United States)

    Hamilton, Kristen; Kennedy, Matthew; Crespin-Mueller, Dorys

    2010-01-01

    This study was requested by the Senate International Affairs Committee. The research questions included: (1) What factors affect the cumulative GPA (CGPA) of International students at TRU?; (2) What factors affect the retention of International students at TRU?; and (3) Are Student Success Courses among the significant factors for GPA and…

  1. AP®: A Foundation for Academic Success

    Science.gov (United States)

    College Board, 2013

    2013-01-01

    This report presents research findings for Advanced Placement (AP) student success at the college level. Strong AP programs in high schools, coupled with strong AP policies at colleges, support many positive outcomes for students. Multiple research studies have confirmed that AP students who earn credit and advanced placement for the corresponding…

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

    Science.gov (United States)

    Çetin, Baris

    2015-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Edman, Jeanne L.; Brazil, Brad

    2009-01-01

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

  5. An innovative approach to supporting hospitalist physicians towards academic success.

    Science.gov (United States)

    Howell, Eric; Kravet, Steven; Kisuule, Flora; Wright, Scott M

    2008-07-01

    Academic hospitalist physicians face significant challenges that may threaten their chances for successful and timely promotions, such as heavy clinical workloads, limited training in research, and relatively few experienced mentors in their field. The appreciable growth of hospital medicine groups in recent years, as has occurred at our institution, compounds the predicament by diluting the limited resources that are available to support these physicians. A needs assessment was followed by the development of specific objectives for the division and for individual members of the division related to academic success. The resulting 3-pronged strategy to support the academic success of our group was based on securing strong mentorship, investing requisite resources, and committing to recruit fellowship-trained new faculty. To date, the initiative has resulted in an increased number of peer-reviewed publication and grants, as well as national leadership roles for division members. Copyright 2008 Society of Hospital Medicine.

  6. Does formal research training lead to academic success in otolaryngology?

    Science.gov (United States)

    Bobian, Michael R; Shah, Noor; Svider, Peter F; Hong, Robert S; Shkoukani, Mahdi A; Folbe, Adam J; Eloy, Jean Anderson

    2017-01-01

    To evaluate whether formalized research training is associated with higher researcher productivity, academic rank, and acquisition of National Institutes of Health (NIH) grants within academic otolaryngology departments. Each of the 100 civilian otolaryngology program's departmental websites were analyzed to obtain a comprehensive list of faculty members credentials and characteristics, including academic rank, completion of a clinical fellowship, completion of a formal research fellowship, and attainment of a doctorate in philosophy (PhD) degree. We also recorded measures of scholarly impact and successful acquisition of NIH funding. A total of 1,495 academic physicians were included in our study. Of these, 14.1% had formal research training. Bivariate associations showed that formal research training was associated with a greater h-index, increased probability of acquiring NIH funding, and higher academic rank. Using a linear regression model, we found that otolaryngologists possessing a PhD had an associated h-index of 1.8 points higher, and those who completed a formal research fellowship had an h-index of 1.6 points higher. A PhD degree or completion of a research fellowship was not associated with a higher academic rank; however, a higher h-index and previous acquisition of an NIH grant were associated with a higher academic rank. The attainment of NIH funding was three times more likely for those with a formal research fellowship and 8.6 times more likely for otolaryngologists with a PhD degree. Formalized research training is associated with academic success in otolaryngology. Such dedicated research training accompanies greater scholarly impact, acquisition of NIH funding, and a higher academic rank. NA Laryngoscope, 127:E15-E21, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

  7. 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

  8. Integrating an Academic Electronic Health Record: Challenges and Success Strategies.

    Science.gov (United States)

    Herbert, Valerie M; Connors, Helen

    2016-08-01

    Technology is increasing the complexity in the role of today's nurse. Healthcare organizations are integrating more health information technologies and relying on the electronic health record for data collection, communication, and decision making. Nursing faculty need to prepare graduates for this environment and incorporate an academic electronic health record into a nursing curriculum to meet student-program outcomes. Although the need exists for student preparation, some nursing programs are struggling with implementation, whereas others have been successful. To better understand these complexities, this project was intended to identify current challenges and success strategies of effective academic electronic health record integration into nursing curricula. Using Rogers' 1962 Diffusion of Innovation theory as a framework for technology adoption, a descriptive survey design was used to gain insights from deans and program directors of nursing schools involved with the national Health Informatics & Technology Scholars faculty development program or Cerner's Academic Education Solution Consortium, working to integrate an academic electronic health record in their respective nursing schools. The participants' experiences highlighted approaches used by these schools to integrate these technologies. Data from this project provide nursing education with effective strategies and potential challenges that should be addressed for successful academic electronic health record integration.

  9. Effects of Social Capital on Academic Success: A Narrative Synthesis

    Science.gov (United States)

    Acar, Erkan

    2011-01-01

    Many researchers link social capital theory to education and commonly use examples from the field of education to examine social capital theory. Accordingly, they accept that reflections and contributions of social capital can be observed in the field of education. This paper examines social capital's effects on academic success in education. In…

  10. Construction of Academic Success and Failure in School Memories

    Science.gov (United States)

    Kaya, Gamze Inan

    2018-01-01

    The idea of "Apprenticeship of Observation", proposing that pre-service teachers' early academic experiences might have effects on their professional development, has been a concern in teacher education in the last forty years. Early success or failure experiences of pre-service teachers in school may have a role in their professional…

  11. Personalized Boutique Service: Critical to Academic Library Success?

    Science.gov (United States)

    Tilley, Elizabeth

    2013-01-01

    An academic library that focuses on delivering a personalized service is examined within the context of the boutique library model. It is suggested that a critical success factor in adopting a personalized, boutique-style service is acquiring knowledge and insight of our users. This, together with appropriate evaluation, will assist with providing…

  12. Complex systems, multilingualism and academic success in South ...

    African Journals Online (AJOL)

    In South Africa, students are multilingual and this is often ignored or perceived as a hindrance to academic success. Conversely, there are studies that have found a positive relationship between bi- and multilingualism and cognitive development during the past 40 years. The aim of this article is to view multilingualism and ...

  13. Academic Success and Initial Labor Market Outcomes for Pharmacy Graduates

    Directory of Open Access Journals (Sweden)

    Sean Murphy

    2011-01-01

    Full Text Available Purpose: This study examines the relationship between academic success and labor market outcomes among graduating pharmacy students. Unlike previous studies, this paper characterizes labor market outcome not only as an individual's starting salary, but also whether or not the student had a position secured at the time of graduation, whether or not a signing bonus was received, and the setting in which (she will practice. Methods: A standard exit survey was administered to graduating Doctor of Pharmacy students at a Midwestern, public university within two weeks of graduation. The relationship between academic success and initial labor market outcome was assessed using cross-tabulations, chi-square and Fisher exact tests. Results: There were no significant relationships between grade point averages and signing bonuses, starting salaries or employment offers. Students with higher grade point averages were less likely to work in chain community pharmacies, and more likely to work in a hospital or other health-system setting. Conclusions: The relationships between academic and direct measures of labor market outcomes (salary and bonuses were not necessarily positive, as standard economic theory predicts. Rather, the relationship is indirect, as it appears that students with greater academic success obtained employment in more clinical settings, which carry a different mix of pecuniary and non-pecuniary benefits. Type: Original Research

  14. Students' motivation and academic success in inclusive classes

    Directory of Open Access Journals (Sweden)

    Ilić-Stošović Danijela D.

    2016-01-01

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

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

    Science.gov (United States)

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

    2017-08-01

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

  16. 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

  17. IELTS and Academic Success in Higher Education: A UAE Perspective

    OpenAIRE

    Kevin Schoepp; Dawn Garinger

    2016-01-01

    This study compares the relationship between International English Language Testing System (IELTS) entrance scores and academic success as defined by general education program GPA for students at a federal university in the United Arab Emirates in order to reflect upon regional English language proficiency entrance requirements. It focuses on one group of students, direct entry students who have bypassed the English language foundation program with an overall IELTS 6.0 or greater and were adm...

  18. Say Cheese! Games for Successful Academic and Student Networking

    OpenAIRE

    Collins, E. I. M.; Cox, A. L.; Lee, F.

    2016-01-01

    Networking is a vital but stressful aspect of academic life, one which digital games may be able to make more playful. Existing examples of networking games require players to interact as part of the game-play, and therefore do not bypass the stressful part of networking. In contrast, many other games successfully encourage interaction between players whilst avoiding causing stress to the players. Flashbulb is a networking game that only requires a photograph of another player to be taken in ...

  19. IELTS and Academic Success in Higher Education: A UAE Perspective

    Directory of Open Access Journals (Sweden)

    Kevin Schoepp

    2016-05-01

    Full Text Available This study compares the relationship between International English Language Testing System (IELTS entrance scores and academic success as defined by general education program GPA for students at a federal university in the United Arab Emirates in order to reflect upon regional English language proficiency entrance requirements. It focuses on one group of students, direct entry students who have bypassed the English language foundation program with an overall IELTS 6.0 or greater and were admitted straight into the baccalaureate program. Students were grouped according to their IELTS proficiency levels: 6.0, 6.5 or ≥7.0. Measures of central tendency for overall GPA and academic-stream-specific GPA, along with the overall IELTS and the corresponding sub-scores were calculated. To test the statistical significance of any mean score GPA differences that existed between the 3 IELTS groups, a One-Way ANOVA was calculated. Based on the statistical analyses, the IELTS ≥7.0 group appears to have achieved a meaningful threshold for academic success in that they have consistently outperformed the other direct entry students. This finding corresponds to international entrance-requirement standards for non-native speakers of English.

  20. The effect of learning style on academic student success

    Science.gov (United States)

    Stackhouse, Omega N.

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

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

    Science.gov (United States)

    Roksa, Josipa; Whitley, Sarah E.

    2017-01-01

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

  2. The Social Support for International Graduate Students to Obtain Academic Success

    Science.gov (United States)

    He, Ping

    2013-01-01

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

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

    Science.gov (United States)

    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.…

  4. Authoritative parenting, psychosocial maturity, and academic success among adolescents.

    Science.gov (United States)

    Steinberg, L; Elmen, J D; Mounts, N S

    1989-12-01

    The over-time relation between 3 aspects of authoritative parenting--acceptance, psychological autonomy, and behavioral control--and school achievement was examined in a sample of 120 10-16-year-olds in order to test the hypothesis that authoritative parenting facilitates, rather than simply accompanies, school success. In addition, the mediating role of youngsters' psychosocial maturity was studied. Results indicate that (1) authoritative parenting facilitates adolescents' academic success, (2) each component of authoritativeness studied makes an independent contribution to achievement, and (3) the positive impact of authoritative parenting on achievement is mediated at least in part through the effects of authoritativeness on the development of a healthy sense of autonomy and, more specifically, a healthy psychological orientation toward work. Adolescents who describe their parents as treating them warmly, democratically, and firmly are more likely than their peers to develop positive attitudes toward, and beliefs about, their achievement, and as a consequence, they are more likely to do better in school.

  5. Teachers' and parents' conceptions of students' academic success and failure

    OpenAIRE

    Hočevar, Nina

    2017-01-01

    Personal conceptions regarding academic (in)efficiency are directing the thinking and behaviour of all those involved in the educational process. Due to the subjectivity and complexity of personal conceptions, the individuals are experiencing academic (in)efficiency differently. Also, various factors contribute to students academic (in)efficiency, including teachers and parents. The Master's thesis deals with personal conceptions of teachers and parents about academic (in)efficiency. In the t...

  6. Breeding phenology and winter activity predict subsequent breeding success in a trans-global migratory seabird.

    Science.gov (United States)

    Shoji, A; Aris-Brosou, S; Culina, A; Fayet, A; Kirk, H; Padget, O; Juarez-Martinez, I; Boyle, D; Nakata, T; Perrins, C M; Guilford, T

    2015-10-01

    Inter-seasonal events are believed to connect and affect reproductive performance (RP) in animals. However, much remains unknown about such carry-over effects (COEs), in particular how behaviour patterns during highly mobile life-history stages, such as migration, affect RP. To address this question, we measured at-sea behaviour in a long-lived migratory seabird, the Manx shearwater (Puffinus puffinus) and obtained data for individual migration cycles over 5 years, by tracking with geolocator/immersion loggers, along with 6 years of RP data. We found that individual breeding and non-breeding phenology correlated with subsequent RP, with birds hyperactive during winter more likely to fail to reproduce. Furthermore, parental investment during one year influenced breeding success during the next, a COE reflecting the trade-off between current and future RP. Our results suggest that different life-history stages interact to influence RP in the next breeding season, so that behaviour patterns during winter may be important determinants of variation in subsequent fitness among individuals. © 2015 The Authors.

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

    Science.gov (United States)

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

    2017-01-01

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

  8. Full-Day Kindergarten Effects on Later Academic Success

    Directory of Open Access Journals (Sweden)

    Charles Milligan

    2012-01-01

    Full Text Available The purpose of this research was to investigate full-day kindergarten, as a means of improving later academic achievement. A total of 208 students who had continuous enrollment for three consecutive school years from a school district in southern California participated in the study. The sample contained 165 students who had attended the traditional half-day kindergarten program with 43 attending a hybrid all-day kindergarten program. All students were administered the California Standardized Testing and Reporting (STAR assessment and the California Achievement Test 6th Edition (CAT 6 survey exams. Using stepwise multiple regression, several independent variables were introduced into the regression equation to obtain a Prediction Model of Student Success. The English language arts and math scores of the California STAR Assessment were used as the dependent variable separately. A significant model was not developed. Using an independent-sample T Test procedure, comparing the two groups, was also preformed revealing that there were no significant differences in students who attended the all-day kindergarten program and students who attended a traditional kindergarten program.

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

    Science.gov (United States)

    Arthur, Christon G.

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

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

    African Journals Online (AJOL)

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

  11. Attributional Choices for Academic Success and Failure by Intellectually Gifted Students

    Science.gov (United States)

    Assouline, Susan G.; Colangelo, Nicholas; Ihrig, Damien; Forstadt, Leslie

    2006-01-01

    This study emerges from the lack of empirical research on gifted students' attributions about academic success and failure in multiple subject areas and school in general. We explored differences in top attributional choices between boys and girls for success and failure in general academics, language arts, science, and mathematics. Gifted…

  12. "There She Is": Hispanic Identity, Academic Success, and Class Mobility in a Collegiate Beauty Pageant

    Science.gov (United States)

    Smith, Taylor Renee

    2018-01-01

    Widely accepted definitions of academic success are neither adequate nor meaningful for many ethnic minority students. Using ethnographic research with high-achieving Latina college students in Oklahoma, student experiences in a collegiate Hispanic beauty pageant were analyzed. These successful Latina students negotiated academic achievement…

  13. Peer tutoring program for academic success of returning nursing students.

    Science.gov (United States)

    Bryer, Jennifer

    2012-01-01

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

  14. Coupons for Success: A Marketing Incentive in Academic Support

    Science.gov (United States)

    Potacco, Donna R.; Chen, Peter; Desroches, Danielle; Chisholm, Daniel R.; De Young, Sandra

    2013-01-01

    How does a Coupon Incentive Program motivate students to seek academic support in high-risk courses? Results from this study demonstrated that the Coupon Incentive Program was effective in motivating voluntary student attendance and improving student outcomes. Recommendations related to implementation of the Coupon Incentive Program are discussed.…

  15. Improving Student Academic Success through the Promotion of Listening Skills.

    Science.gov (United States)

    Owca, Sally; Pawlak, Emmie; Pronobis, Melanie

    This action research project implemented and evaluated a program for improving listening skills in order to improve academic achievement. The targeted population consisted of sixth- and eighth-grade students of three upper/middle class communities located near a large Midwestern city. The problem of poor listening skills was observed when students…

  16. Latino Immigrant Parents' Financial Stress, Depression, and Academic Involvement Predicting Child Academic Success

    Science.gov (United States)

    Gilbert, Lauren R.; Spears Brown, Christia; Mistry, Rashmita S.

    2017-01-01

    The current study examines Mexican-heritage immigrant parents' financial stress, English language fluency, and depressive symptoms as risk factors for parental academic involvement and child academic outcomes. Participants were 68 Latino immigrant (from Mexico) third and fourth graders and their parents. Results from a structural equation model…

  17. Leading the 21st-century academic library successful strategies for envisioning and realizing preferred futures

    CERN Document Server

    Eden, Bradford Lee

    2015-01-01

    Leading the 21st Century Academic Library: Successful Strategies for Envisioning and Realizing Preferred Futures will explore the new roles and directions academic libraries are taking in the 21st century as a consequence of visionary leadership in exploring diverse futures.

  18. Predicting Academic Success and Psychological Wellness in a Sample of Canadian Undergraduate Students

    Science.gov (United States)

    Chow, Henry P. H.

    2010-01-01

    Introduction: University students need to cope with a complex new life role and to achieve academic success. This article explores the academic performance and psychological well-being among university students in a western Canadian city. Method: Using a convenience sample, a total of 501 undergraduate students in Regina, Saskatchewan took part in…

  19. Research Success and Structured Support: Developing Early Career Academics in Higher Education

    Science.gov (United States)

    Geber, H.

    2009-01-01

    Entry into a successful academic career is often an arduous process. From career preparation through to doctoral studies and beyond, the journey can be fraught with trials. Why do many academics find difficulty in completing their studies in the minimum time and publishing afterwards? As the University of the Witwatersrand has a strategic goal of…

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

    Science.gov (United States)

    Smith, Ellen M. T.

    2017-01-01

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

  1. Creating an Oasis: Some Insights into the Practice and Theory of a Successful Academic Writing Group

    Science.gov (United States)

    Wardale, D.; Hendrickson, T.; Jefferson, T.; Klass, D.; Lord, L.; Marinelli, M.

    2015-01-01

    Academic writing groups are acknowledged as a successful approach to increasing research publication output and quality. However, the possible links between the formation and ongoing utilisation of writing groups and improvements in scholarly written research outputs remain relatively undertheorised. In this article, we draw on academic writing…

  2. Students with Mental Health Needs: College Counseling Experiences and Academic Success

    Science.gov (United States)

    Schwitzer, Alan M.; Moss, Catherine B.; Pribesh, Shana L.; St. John, Dan J.; Burnett, Dana D.; Thompson, Lenora H.; Foss, Jennifer J.

    2018-01-01

    This study examined college counseling experiences and academic outcomes. About 10% of college students seek counseling for mental health needs, and many would be unable to persist without support. Building on previous research, the research found that participating in counseling was beneficial to academic success. Students who visited the…

  3. Disentangling the Predictive Validity of High School Grades for Academic Success in University

    Science.gov (United States)

    Vulperhorst, Jonne; Lutz, Christel; de Kleijn, Renske; van Tartwijk, Jan

    2018-01-01

    To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university…

  4. The Relationship between Participation in Campus Recreation Programs and College Student Academic Success

    Science.gov (United States)

    Kiss, Jessica E.

    2017-01-01

    The academic success of undergraduate students is necessary for degree attainment and fulfilling career goals. Universities recognize factors that affect academic achievement and promote strategies that support satisfactory grades, progression through degree programs, and graduation for students. It is essential to determine predictors of success…

  5. The dynamics of success and failure: how post-behaviour evaluations relate to subsequent exercise intentions and behaviour.

    Science.gov (United States)

    Kwan, Bethany M; Bryan, Angela D; Sheeran, Paschal

    2018-01-25

    Exercise behaviour change involves multiple experiences with success and failure. The Model of Action Phases (MAP) offers a dynamic account of how success and failure influence both immediate evaluations and future decisions and actions. However, predictions from the MAP have not been formally tested. A longitudinal daily diary study was used to examine how post-behaviour evaluations of exercise success and failure influence subsequent exercise intentions and behaviour. Participants (N = 104) set exercise goals, and then kept a daily online exercise diary for four weeks. Participants self-reported exercise behaviour, affective response to exercise, self-evaluations after success or failure at following through on intentions to exercise, and intentions to exercise in the next week. Multilevel modelling revealed significant within- and between-participant relationships among post-behaviour evaluations, intentions and subsequent behaviour. Findings supported MAP-derived predictions about how success and failure at exercise are associated with feelings about exercise and the self, and inform subsequent exercise intentions and behaviour. Positive post-behaviour evaluations of success or failure may stabilise positive intentions and aid maintenance of exercise behaviour. Implications of these MAP-based findings for intervention design are discussed.

  6. Locus of control and academic success among ethnically diverse baccalaureate nursing students.

    Science.gov (United States)

    Wood, April Moy; Saylor, Coleen; Cohen, Jayne

    2009-01-01

    This descriptive study used quantitative and qualitative methods to gain a deeper understanding of the perceptions of locus of control and the academic success of baccalaureate nursing students from ethnically diverse backgrounds. Students who were more likely to attribute academic outcomes to forces beyond their personal control were more likely to have lower medical-surgical theory grades, more likely to be Filipino or from other Asian groups, and more likely to be students for whom English was their second language. The most frequently reported factors students identified as contributors to academic success were good study strategies, persistence, and supportive social connections.

  7. Hope of Success and Fear of Failure Predicting Academic Procrastination Students Who Working on a Thesis

    Directory of Open Access Journals (Sweden)

    Sari Zakiah Akmal

    2017-08-01

    Full Text Available Students, who are working on the thesis, have some difficulties caused by internal and external factors. Those problems can disrupt the completion of their thesis, such as the tendency to do academic procrastination. Increasing achievement motivation can reduce academic procrastination. This study aims to look at the role of achievement motivation (hope of success and fear of failure in predicting academic procrastination. The study used a quantitative approach by distributing academic procrastination and achievement motivation questionnaires. The study involved 182 students who were working on a thesis as samples, which were obtained by using accidental sampling technique. Data were analyzed using multiple regressions. It showed that the hope of success and fear of failure have a significant role in predicting academic procrastination (R2 = 13.8%, F = 14,356, p <0.05. The hope of success can decrease academic procrastination, while fear of failure can improve it. Thus, interventions to reduce academic procrastination can be delivered by increasing students hope of success.

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

    Science.gov (United States)

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

    2011-01-01

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

  9. Long-term follow-up after cervical cancer treatment and subsequent successful surrogate pregnancy.

    Science.gov (United States)

    Agorastos, T; Zafrakas, M; Mastrominas, M

    2009-08-01

    Preservation of fertility is a major concern for premenopausal women after diagnosis of cervical cancer. Successful surrogate pregnancy after treatment for cervical cancer has very rarely been reported. In the present report, a case of successful surrogate pregnancy after radical hysterectomy, lymphadenectomy and ovarian transposition for cervical cancer, followed by radiation therapy, is presented. After stimulation of the transposed ovaries using the short gonadotrophin-releasing hormone (GnRH) analogue protocol, four oocytes were retrieved transabdominally from the genetic mother. IVF followed and two embryos were transferred to the surrogate mother, leading to an uneventful singleton pregnancy, and ultimately normal vaginal delivery of a healthy female infant at term. The unique aspect in this case is the long-lasting favourable outcome for both genetic mother and child, observed during 8.5 years of follow-up, the longest follow-up period reported to date in such cases.

  10. Creating a Successful Academic Climate for Urban Students

    Science.gov (United States)

    Slaughter, Terri

    2009-01-01

    Teaching students in the inner city has been likened to hugging a porcupine--teachers nudge them toward success while getting pricked along the way. Many urban students perform below proficiency level and are difficult to manage. Their apathy toward completing class assignments, let alone homework, compounds the problem. As a whole, educators do…

  11. Singing it for "us": Team passion displayed during national anthems is associated with subsequent success.

    Science.gov (United States)

    Slater, Matthew J; Haslam, S Alexander; Steffens, Niklas K

    2018-05-01

    The present research examined the link between passion displayed by team members during the singing of national anthems at UEFA Euro 2016 and team performance in the tournaments' 51 games. Drawing on social identity theorising, we hypothesised a positive relationship between passion and performance. Consistent with this hypothesis, results showed that teams that sang national anthems with greater passion went on to concede fewer goals. Moreover, results provided evidence that the impact of passion on the likelihood of winning a game depended on the stage of the competition: in the knockout stage (but not the group stage) greater passion was associated with a greater likelihood of victory. Extending recent reviews that highlight the importance of social identity processes in sporting contexts, these results suggest that team members' identity-based expression of passion for the collective can be an important predictor of subsequent performance.

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

    Science.gov (United States)

    James, Kai'Iah A.

    2010-01-01

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

  13. A Prospective Study of Mexican American Adolescents’ Academic Success: Considering Family and Individual Factors

    Science.gov (United States)

    Roosa, Mark W.; O’Donnell, Megan; Cham, Heining; Gonzales, Nancy A.; Zeiders, Katherine H.; Tein, Jenn-Yun; Knight, George P.; Umaña-Taylor, Adriana

    2011-01-01

    Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed. PMID:21863379

  14. A prospective study of Mexican American adolescents' academic success: considering family and individual factors.

    Science.gov (United States)

    Roosa, Mark W; O'Donnell, Megan; Cham, Heining; Gonzales, Nancy A; Zeiders, Katherine H; Tein, Jenn-Yun; Knight, George P; Umaña-Taylor, Adriana

    2012-03-01

    Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed.

  15. The relations between the academic success levels of the boys playing basketball and certain variables

    Directory of Open Access Journals (Sweden)

    Umut CANLI

    2016-06-01

    Full Text Available Aim: The aim of this study is to investigate the relation between the academic success levels of the boys playing basketball and certain variables such as age, basketball playing times, the number of the weekly average trainings and motoric skills. Material and Methods: 93 students participated voluntarily in the study from three different sports clubs. The ages in which the participants started basketball varied between 10 and 13, and their durations of weekly trainings differed from each other. The end-of-the-year academic success average points of the participants were considered in determining the academic success levels; and the International Physical Performance Test Profile (IPPTP (Kamar, 2008 was used in measuring the motoric skills. The issue of whether there was a significant difference between the participants was determined by using the SPSS 21.0 Package Program together with the One-Way ANOVA Test. Results: According to the findings, it was determined that there were no relations between the academic success rates and the basketball playing durations, the number of weekly trainings, and their motoric skills (p>0.05. On the other hand, a statistically significant difference was determined between the age variable and the academic success levels (p<0.05. Conclusions: No significant differences were detected between the motoric skills, number of trainings, starting basketball dates and the academic success levels of the sportsmen who receive basic basketball training (which contribute to the development of motoric skills with different numbers of weekly training and with different basketball starting dates; while a negative significance was detected between the age variable and academic success.

  16. Syndicate Innovation Venturing: Translating Academic Innovations into Commercial Successes

    Directory of Open Access Journals (Sweden)

    Alain A. Vertès

    2012-07-01

    Full Text Available Innovations that initiate new technology cycles, i.e., radical innovations, bring tremendous value to Society and build for the companies that deploy them sustainable competitive advantages. However, large firms have typically been relatively inefficient at accessing from academia or technology start-ups such technological leaps. Indeed, most multiyear and multimillion dollar academia-industry partnerships have historically not resulted in any acceleration of the rate of deployment of game-changing innovations, which empirically proceeds in 25 year cycles, such as for example the expansion of the scope of the pharmaceutical industry from small molecules to biologics, or, projecting into the future, to siRNA or therapeutic stem cell technologies. Syndicated innovation venturing is a new strategic partnering concept described here that brings together actors from different economic segments in a non zero-sum game as a means to facilitate seed-funding, with the aim to de-risk technologies while reducing initial financial exposures. A case study in the pharmaceutical industry suggests that alleviating this hurdle may provide an appropriate environment to improve the dynamics of academic technology transfer to the commercial phase. By contributing to the de-risking of the creation of novel biotechnology businesses, this novel mechanism could help speed up the commercialization of emerging technologies on a large scale. At a time when knowledge-based firms such as pharmaceutical companies attempt to revisit their innovation models to advance science, in spite of an environment of increasing risk-aversion, such responses could tilt the balance in favor of disruptive products and sustained corporate financial performance by removing common barriers to radical innovation deployment.

  17. Supporting Student Retention and Success: Including Family Areas in an Academic Library

    Science.gov (United States)

    Godfrey, Ian; Rutledge, Lorelei; Mowdood, Alfred; Reed, Jacob; Bigler, Scott; Soehner, Catherine

    2017-01-01

    Many universities and colleges focus on student retention and completion as a measure of their success. Publications such as the "Chronicle of Higher Education" carry an increasing number of articles dealing with student retention, success, and completion. Academic libraries support this goal through a wide variety of services, teaching,…

  18. Admission Scores as a Predictor of Academic Success in the Fiji School of Medicine

    Science.gov (United States)

    Ezeala, Christian C.; Swami, Niraj S.; Lal, Nilesh; Hussain, Shagufta

    2012-01-01

    Secondary education in Fiji ends with the Form 7 examination. Predictive validity for academic success of Form 7 scores which form the basis for admission into the Bachelor of Medicine Bachelor of Surgery programme of the Fiji School of Medicine was examined via a cohort of 129 students. Success rates for year 1 in 2008, 2009, and 2010 were 90.7…

  19. Intrinsic Motivating Factors for Academic Success of Young At-Risk Students

    Science.gov (United States)

    Rowan, Tanyia Perry

    2012-01-01

    Motivation as a factor in academic success is well documented in the literature and an important construct in educational planning. The purpose of this qualitative case study was to explore motivating factors for at-risk students who successfully graduated from high school. The framework for this study was based on Maslow's hierarchy of needs…

  20. Value of College Education Mediating the Predictive Effects of Causal Attributions on Academic Success

    Science.gov (United States)

    Dong, Ying; Stupnisky, Robert H.; Obade, Masela; Gerszewski, Tammy; Ruthig, Joelle C.

    2015-01-01

    Causal attributions (explanations for outcomes) have been found to predict college students' academic success; however, not all students attributing success or failure to adaptive (i.e., controllable) causes perform well in university. Eccles et al.'s ("Achievement and achievement motives." W.H. Freeman, San Francisco, pp 75-145, 1983)…

  1. Promoting the Academic Engagement and Success of Black Male Student-Athletes

    Science.gov (United States)

    Harris, Paul C.; Hines, Erik M.; Kelly, Darren D.; Williams, Derick J.; Bagley, Bethany

    2014-01-01

    The goal of this study was to provide a qualitative look at the factors associated with the academic engagement and success of Black male student-athletes in high school. The research team employed a thematic analysis to examine semi-structured interviews conducted with two successful Black male student-athletes, along with their principal,…

  2. Noise can affect acoustic communication and subsequent spawning success in fish.

    Science.gov (United States)

    de Jong, Karen; Amorim, M Clara P; Fonseca, Paulo J; Fox, Clive J; Heubel, Katja U

    2018-06-01

    There are substantial concerns that increasing levels of anthropogenic noise in the oceans may impact aquatic animals. Noise can affect animals physically, physiologically and behaviourally, but one of the most obvious effects is interference with acoustic communication. Acoustic communication often plays a crucial role in reproductive interactions and over 800 species of fish have been found to communicate acoustically. There is very little data on whether noise affects reproduction in aquatic animals, and none in relation to acoustic communication. In this study we tested the effect of continuous noise on courtship behaviour in two closely-related marine fishes: the two-spotted goby (Gobiusculus flavescens) and the painted goby (Pomatoschistus pictus) in aquarium experiments. Both species use visual and acoustic signals during courtship. In the two-spotted goby we used a repeated-measures design testing the same individuals in the noise and the control treatment, in alternating order. For the painted goby we allowed females to spawn, precluding a repeated-measures design, but permitting a test of the effect of noise on female spawning decisions. Males of both species reduced acoustic courtship, but only painted gobies also showed less visual courtship in the noise treatment compared to the control. Female painted gobies were less likely to spawn in the noise treatment. Thus, our results provide experimental evidence for negative effects of noise on acoustic communication and spawning success. Spawning is a crucial component of reproduction. Therefore, even though laboratory results should not be extrapolated directly to field populations, our results suggest that reproductive success may be sensitive to noise pollution, potentially reducing fitness. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. Successful determination of larval dispersal distances and subsequent settlement for long-lived pelagic larvae.

    Directory of Open Access Journals (Sweden)

    Pelayo Salinas-de-León

    Full Text Available Despite its importance, we still have a poor understanding of the level of connectivity between marine populations in most geographical locations. Taking advantage of the natural features of the southeast coast of New Zealand's North Island, we deployed a series of settlement stations and conducted plankton tows to capture recent settlers and planktonic larvae of the common intertidal gastropod Austrolittorina cincta (6-8 week larval period. Satellite image analysis and ground truthing surveys revealed the absence of suitable intertidal rocky shore habitat for A. cincta over a 100 km stretch of coastline between Kapiti Island to the south and Wanganui to the north. Fifteen settlement stations (3 replicates × 5 sites, which were used to mimic intertidal habitat suitable for A. cincta, were deployed for two months around and north of Kapiti Island (at 0.5, 1, 5, 15, 50 km. In addition, we also conducted plankton tows at each settlement station when the stations were first deployed to collect A. cincta larvae in the water column. On collection, all newly settled gastropods and larvae in the plankton samples were individually isolated, and a species-specific microsatellite marker was used to positively identify A. cincta individuals. Most of the positively identified A. cincta settlers and larvae were collected at the first three sampling stations (<5 km. However, low numbers of A. cincta settlers and larvae were also recorded at the two more distant locations (15 and 50 km. Dispersal curves modeled from our data suggested that <1% of gastropod larvae would travel more than 100 km. While our data show that most larvae are retained close to their natal populations (<5 km, a small proportion of larvae are able to travel much larger geographic distances. Our estimates of larval dispersal and subsequent settlement are one of only a few for marine species with a long-lived larva.

  4. Consecutive successful pregnancies subsequent to intravenous immunoglobulin therapy in a patient with recurrent spontaneous miscarriage

    Directory of Open Access Journals (Sweden)

    Diejomaoh MF

    2015-12-01

    Full Text Available Michael F Diejomaoh,1,2 Zainab Bello,2 Waleed Al Jassar,1,2 Jiri Jirous,2 Kavitha Karunakaran,2 Asiya T Mohammed11Department of Obstetrics and Gynaecology, Faculty of Medicine, Kuwait University, Safat, 2Maternity Hospital, Shuwaikh, Kuwait Background: Recurrent spontaneous miscarriage (RSM has a multifactorial etiology, mainly due to karyotype abnormalities including balanced translocation, anatomical uterine disorders, and immunological factors, although in 50%–60% the etiology is unexplained. The treatment of RSM remains challenging, and the role of intravenous immunoglobulin (IVIG in RSM is controversial. Case report: Mrs HM, 37 years old, obstetric summary: P0+1+13+1, a known case of hypothyroidism/polycystic ovary syndrome, married to an unrelated 47-year-old man, presented to our RSM clinic in early January 2014 for investigation and treatment. She has had multiple failed in vitro fertilization trials and 13 first-trimester missed miscarriages terminating at 6–7 weeks, all without IVIG therapy. Her tenth pregnancy was spontaneous, managed in London, UK, with multiple supportive therapy and courses of IVIG starting from the third to the 30th week of pregnancy. The pregnancy ended at 36 weeks of gestation with a cesarean section and a live girl baby was delivered. Mrs HM had balanced translocation, 46XX t (7:11 (p10:q10. Preimplantation genetic diagnosis/intracytoplasmic sperm injection/in vitro fertilization was performed with embryo transfer on May 29, 2014, and resulted in a successful pregnancy. She was commenced immediately on metformin, luteal support, and IVIG therapy, started at 6 weeks of gestation and at monthly intervals until 30 weeks of gestation, and also received additional therapy. The pregnancy was monitored with ultrasound, progressed uneventfully until admission at 35 weeks of gestation, with mildly elevated liver enzymes and suspected fetal growth restriction. She was managed conservatively, and in the light of

  5. Students’ voices at a Portuguese University: academic motivation and its relationship with academic success

    OpenAIRE

    Valadas, Sandra Teodósio; Gonçalves, Fernando Ribeiro; Faísca, Luís; Vilhena, Carla Cardoso

    2005-01-01

    In this paper the authors will try to point out some evidences that emerged from the data collected in the year of 2000 by the Permanent Observatory for Teaching and Learning Quality of the University of Algarve. Data presented here will report exclusively to students’ representations concerning the institution, themselves, their teachers and the curriculum, since we consider that students are the privileged informants about their own academic experience. The main topic expl...

  6. MOTIVATION AND SUCCESS OF ACADEMIC SPIN-OFFS: EVIDENCE FROM HUNGARY

    Directory of Open Access Journals (Sweden)

    Novotny Adam

    2014-07-01

    Full Text Available Universities today are expected to play a major role in contributing to economic competitiveness and especially through the process of commercializing research results. There is much evidence that firms started by university researchers are effective channels of knowledge from the academic sphere to the private sector. To encourage the creation of university spin-offs, first we have to understand the goals and motivations of academic entrepreneurs. This paper includes the empirical study of 80 Hungarian spin-off owners, who run their own firm besides retaining their position at the university. The purpose is to explore the motives that drive academics to start their own business and to test the relationship between motivations and entrepreneurial success. Success is measured from both objective and subjective aspects. The former refers to quantitative indices related to business performance such as firm revenue, change of revenue, number of employees and firm age. The latter refers to the self-evaluation of one’s success as an academic entrepreneur. Subjective success is measured on the one hand by the researcher’s own entrepreneurial success criteria, while on the other hand by the perceived degree to which his or her knowledge has been commercialized on the market. The results show that the dissatisfaction with the university salary (necessity is the most important motive for starting a venture in the academic sphere. The studied entrepreneurial motivations, except for necessity, have a significant relationship with subjective success, but a weaker or no relationship with objective success. The results also highlight the importance of research-related motives, which have a relatively strong link with subjective success (mainly with the subjective success of technology transfer, and are also related to some objective performance indicators of the venture such as revenue. Although the need for achievement and the need for independence are

  7. Relationship of academic success of medical students with motivation and pre-admission grades.

    Science.gov (United States)

    Luqman, Muhammad

    2013-01-01

    To determine predictive validity of pre-admission scores of medical students, evaluate correlation between level of motivation and later on academic success in a medical college. Analytical study. Foundation University Medical College, Islamabad, from June to August 2011. A non-probability convenience sampling of students of 1st to final year MBBS classes was done after obtaining informed consent. These students filled out 'Strength of Motivation for Medical School' (SMMS) questionnaire. The data of pre-admission grades of these students along with academic success in college according to examination results in different years were collected. The correlation between the pre-admission grades and score of SMMS questionnaire with their academic success in medical college was found by applying Pearson co-efficient of correlation in order to determine the predictive validity. Only 46% students revealed strong motivation. A significant, moderate correlation was found between preadmission scores and academic success in 1st year modular examination (0.52) which became weaker in various professional examinations in higher classes. However, no significant correlation was observed between motivation and academic success of medical students in college. Selecting medical students by pre-admission scores or motivation level alone may not be desirable. A combination of measures of cognitive ability criteria (FSc/pre-admission test scores) and non-cognitive skills (personality traits) is recommended to be employed with the use of right tools for selection of students in medical schools.

  8. A Prospective Study of Mexican American Adolescents’ Academic Success: Considering Family and Individual Factors

    OpenAIRE

    Roosa, Mark W.; O’Donnell, Megan; Cham, Heining; Gonzales, Nancy A.; Zeiders, Katherine H.; Tein, Jenn-Yun; Knight, George P.; Umaña-Taylor, Adriana

    2011-01-01

    Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualis...

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

    Science.gov (United States)

    Hendricks, Jill T.

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

  10. POSITIVE EDUCATION: EDUCATING FOR ACADEMIC SUCCESS AND FOR A FULFILLING LIFE

    Directory of Open Access Journals (Sweden)

    Alejandro Adler

    2017-01-01

    Full Text Available Traditional education has focused on teaching individuals the tools to succeed academically and professionally, and students’ progress has been measured according to their performance within this limited paradigm of success. Various decades of rigorous international research have shown that skills exist for building the elements of well-being, and that these can be taught and learned. Furthermore, these skills should be taught, since well-being has both intrinsic value (human beings innately desire well-being as well as instrumental value (well-being generates desirable life outcomes, including physical health, professional and academic success, better relationships with others, less violence and drug consumption, among others. Based on the most rigorous scientific research, positive education teaches the skills and knowledge that individuals need to have successful academic and professional lives, as well as to flourish as human beings and live a fulfilling life.

  11. Cognitive Investments in Academic Success: The Role of Need for Cognition at University

    Directory of Open Access Journals (Sweden)

    Julia Grass

    2017-05-01

    Full Text Available Previous research has shown that Need for Cognition (NFC, the individual tendency to engage in and enjoy cognitive endeavors, contributes to academic performance. Most studies on NFC and related constructs have thereby focused on grades to capture tertiary academic success. This study aimed at a more comprehensive approach on NFC's meaning to success in university. We examined not only performance but also rather affective indicators of success. The current sample consisted of 396 students of different subjects with a mean age of 24 years (139 male. All participants took part in an online survey that assessed NFC together with school performance and further personality variables via self-report. Success in university was comprehensively operationalized including performance, satisfaction with one's studies, and thoughts about quitting/changing one's major as indicators. The value of NFC in predicting tertiary academic success was examined with correlation analyses and path analysis. NFC significantly correlated with all success variables with the highest correlation for study satisfaction. Path analysis confirmed the importance of NFC for study satisfaction showing that NFC had a significant direct effect on study satisfaction and via this variable also a significant indirect effect on termination thoughts. This study clearly indicates that NFC broadly contributes to the mastery of academic requirements and that it is worthwhile to intensify research on NFC in the context of tertiary education.

  12. Admissions and Plebe Year Data as Indicators of Academic Success in Engineering Majors at the United States Naval Academy

    National Research Council Canada - National Science Library

    Kristof, Nicholas

    2002-01-01

    This research analyzes the relationship between academic success in high school and at the freshman collegiate level and academic performance in engineering majors at the United States Naval Academy (USNA...

  13. Academic success across the transition from primary to secondary schooling among lower-income adolescents: understanding the effects of family resources and gender.

    Science.gov (United States)

    Serbin, Lisa A; Stack, Dale M; Kingdon, Danielle

    2013-09-01

    Successful academic performance during adolescence is a key predictor of lifetime achievement, including occupational and social success. The present study investigated the important transition from primary to secondary schooling during early adolescence, when academic performance among youth often declines. The goal of the study was to understand how risk factors, specifically lower family resources and male gender, threaten academic success following this "critical transition" in schooling. The study involved a longitudinal examination of the predictors of academic performance in grades 7-8 among 127 (56 % girls) French-speaking Quebec (Canada) adolescents from lower-income backgrounds. As hypothesized based on transition theory, hierarchical regression analyses showed that supportive parenting and specific academic, social and behavioral competencies (including spelling ability, social skills, and lower levels of attention problems) predicted success across this transition among at-risk youth. Multiple-mediation procedures demonstrated that the set of compensatory factors fully mediated the negative impact of lower family resources on academic success in grades 7-8. Unique mediators (social skills, spelling ability, supportive parenting) also were identified. In addition, the "gender gap" in performance across the transition could be attributed statistically to differences between boys and girls in specific competencies observed prior to the transition, as well as differential parenting (i.e., support from mother) towards girls and boys. The present results contribute to our understanding of the processes by which established risk factors, such as low family income and gender impact development and academic performance during early adolescence. These "transitional" processes and subsequent academic performance may have consequences across adolescence and beyond, with an impact on lifetime patterns of achievement and occupational success.

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

    Science.gov (United States)

    Martin, Brittany

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

  15. Time diary and questionnaire assessment of factors associated with academic and personal success among university undergraduates.

    Science.gov (United States)

    George, Darren; Dixon, Sinikka; Stansal, Emory; Gelb, Shannon Lund; Pheri, Tabitha

    2008-01-01

    A sample of 231 students attending a private liberal arts university in central Alberta, Canada, completed a 5-day time diary and a 71-item questionnaire assessing the influence of personal, cognitive, and attitudinal factors on success. The authors used 3 success measures: cumulative grade point average (GPA), Personal Success--each participant's rating of congruence between stated goals and progress toward those goals--and Total Success--a measure that weighted GPA and Personal Success equally. The greatest predictors of GPA were time-management skills, intelligence, time spent studying, computer ownership, less time spent in passive leisure, and a healthy diet. Predictors of Personal Success scores were clearly defined goals, overall health, personal spirituality, and time-management skills. Predictors of Total Success scores were clearly defined goals, time-management skills, less time spent in passive leisure, healthy diet, waking up early, computer ownership, and less time spent sleeping. Results suggest alternatives to traditional predictors of academic success.

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

    Science.gov (United States)

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

    2017-11-01

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

  17. Role of Personal Factors in Academic Success and Dropout of IT Students: Evidence From Students and Alumni

    Directory of Open Access Journals (Sweden)

    Dijana Oreški

    2016-08-01

    Full Text Available Aims of the study were three fold: to identify the factors which are able to explain academic success of IT students, to explore differences in perception of current students and alumni and to explore differences between genders. In order to achieve the research goals, neural networks and t-test were applied. The study was based on three sets of factors related to academic success, academic failure and dropout. The results indicate gender differences and differences between students’ and alumni responses, especially in their perception of academic failure. Age, students’ status and rank position at enrollment have been shown as the most important determinants of academic success.

  18. What Is Career Success for Academic Hospitalists? A Qualitative Analysis of Early-Career Faculty Perspectives.

    Science.gov (United States)

    Cumbler, Ethan; Yirdaw, Essey; Kneeland, Patrick; Pierce, Read; Rendon, Patrick; Herzke, Carrie; Jones, Christine D

    2018-06-01

    Understanding the concept of career success is critical for hospital medicine groups seeking to create sustainably rewarding faculty positions. Conceptual models of career success describe both extrinsic (compensation and advancement) and intrinsic (career satisfaction and job satisfaction) domains. How hospitalists define career success for themselves is not well understood. In this study, we qualitatively explore perspectives on how early-career clinician-educators define career success. We developed a semistructured interview tool of open-ended questions validated by using cognitive interviewing. Transcribed interviews were conducted with 17 early-career academic hospitalists from 3 medical centers to thematic saturation. A mixed deductiveinductive, qualitative, analytic approach was used to code and map themes to the theoretical framework. The single most dominant theme participants described was "excitement about daily work," which mapped to the job satisfaction organizing theme. Participants frequently expressed the importance of "being respected and recognized" and "dissemination of work," which were within the career satisfaction organizing theme. The extrinsic organizing themes of advancement and compensation were described as less important contributors to an individual's sense of career success. Ambivalence toward the "academic value of clinical work," "scholarship," and especially "promotion" represented unexpected themes. The future of academic hospital medicine is predicated upon faculty finding career success. Clinician-educator hospitalists view some traditional markers of career advancement as relevant to success. However, early-career faculty question the importance of some traditional external markers to their personal definitions of success. This work suggests that the selfconcept of career success is complex and may not be captured by traditional academic metrics and milestones. © 2018 Society of Hospital Medicine

  19. Big Five Personality Traits as Predictors of the Academic Success of University and College Students in Early Childhood Education

    Science.gov (United States)

    Smidt, Wilfried

    2015-01-01

    Academic success in early childhood teacher education is important because it provides a foundation for occupational development in terms of professional competence, the quality of educational practices, as well as career success. Consequently, identifying factors that can explain differences in academic success is an important research task.…

  20. Sifting for Success: A Grounded Theory Approach to Sponsorship of Black Student Academic Success

    Science.gov (United States)

    Powell, Shameka N.

    2015-01-01

    Numerous findings and theories have been used to make sense of African Americans students' educational successes and experiences. Along those lines, the purpose of this study is to generate a theoretical framework of sponsorship that is grounded in Black students' educational experiences. Sponsorship is taken to be the process through which agents…

  1. Success in the Academic Labour Market for Economics - The German Experience

    OpenAIRE

    Heining, Jörg; Jerger, Jürgen; Lingens, Jörg

    2007-01-01

    Based on CV information of tenured professors and post-doc researchers in the field of economics at German universities we construct a unique data set. This data set contains detailed information on the career path and on personal characteristics of individuals. Using this data we analyse the determinants of success in the academic labour market. Our notion of success is the (conditional) probability of becoming tenured, i.e. the hazard rate. Estimating a Cox (1972) regressi...

  2. The Relationship between Teacher Candidates' Emotional Intelligence Level, Leadership Styles and Their Academic Success

    Science.gov (United States)

    Yildizbas, Füsun

    2017-01-01

    Purpose: The personal characteristics as well as professional competencies of teachers are important in the formation of changes in student behaviors. This article examines the relation between emotional intelligence level, teacher leadership style and academic success of teacher candidates who are studying in a Pedagogical Teacher Education…

  3. Relationship of Peer Mentoring to Academic Success and Social Engagement for First Year College Students

    Science.gov (United States)

    Mitchell, Brenda O.

    2013-01-01

    A correlational explanatory research design examined the relationship between peer mentoring, academic success and social engagement of first year college students participating in a peer mentoring program at a research one university in the southeastern United States. One hundred thirty-eight participants from the peer mentoring program responded…

  4. Students' Experiences of Academic Success with Dyslexia: A Call for Alternative Intervention

    Science.gov (United States)

    Soni, Anita

    2017-01-01

    This article describes a small-scale study exploring the perspectives of five undergraduate students with dyslexia. Semi-structured interviews were conducted in two universities in the UK. The interviews explored participants' perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to…

  5. Benchmarking the Habits and Behaviours of Successful Students: A Case Study of Academic-Business Collaboration

    Directory of Open Access Journals (Sweden)

    Elizabeth Archer

    2014-02-01

    Full Text Available Student success and retention is a primary goal of higher education institutions across the world. The cost of student failure and dropout in higher education is multifaceted including, amongst other things, the loss of revenue, prestige, and stakeholder trust for both institutions and students. Interventions to address this are complex and varied. While the dominant thrust has been to investigate academic and non-academic risk factors thus applying a “risk” lens, equal attention should be given to exploring the characteristics of successful students which expands the focus to include “requirements for success”. Based on a socio-critical model for understanding of student success and retention, the University of South Africa (Unisa initiated a pilot project to benchmark successful students’ habits and behaviours using a tool employed in business settings, namely Shadowmatch®. The original focus was on finding a theoretically valid measured for habits and behaviours to examine the critical aspect of student agency in the social critical model. Although this was not the focus of the pilot, concerns regarding using a commercial tool in an academic setting overshadowed the process. This paper provides insights into how academic-business collaboration could allow an institution to be more dynamic and flexible in supporting its student population.

  6. A Comparative Study of Student Engagement, Satisfaction, and Academic Success among International and American Students

    Science.gov (United States)

    Korobova, Nadia; Starobin, Soko S.

    2015-01-01

    This study examines the relationship between student engagement, student satisfaction, and the academic success of international and American students using 2008 National Survey of Student Engagement (NSSE) data. It was found that international students scored slightly higher than American students on enriching educational experiences and…

  7. Understanding the Effect of Loneliness on Academic Participation and Success among International University Students

    Science.gov (United States)

    Bek, Hafiz

    2017-01-01

    The purpose of this study was to assess the effect of loneliness on academic participation and success among 213 students studying at Usak University. A total of 213 international students studying at Usak University, including 151 males and 62 females, were selected and participated in the research voluntarily. In the study, feelings of…

  8. Strategies to Enhance Student Success: A Discourse Analysis of Academic Advice in International Student Handbooks

    Science.gov (United States)

    Romerhausen, Nick J.

    2013-01-01

    As the population of international students continues to rise at U.S. colleges and universities, multiple academic obstacles pose barriers to success. Research on strategies of intervention has primarily included face-to-face interactions while an exploration of other assistance approaches is minimal in comparison. This study explored the role…

  9. The Role of Emotional Intelligence in the Academic Success of United Arab Emirates University Students

    Science.gov (United States)

    Ahammed, Shaima; Abdullah, Abdullah S.; Hassane, Sofoh H.

    2011-01-01

    Psycho-educational researchers have often suggested that Emotional Intelligence (EI) is critical to academic success (Drago, 2004; La Civita, 2003), yet there is hardly any research that has ever addressed the question in the United Arab Emirates (UAE). The purpose of this study was to examine the relationship between EI as conceptualized by Mayer…

  10. The Relationship among Parenting Styles Experienced during Childhood, Anxiety, Motivation, and Academic Success in College Students

    Science.gov (United States)

    Silva, Marc; Dorso, Erin; Azhar, Aisha; Renk, Kimberly

    2008-01-01

    The current study examined the relationships among parenting styles experienced in childhood, anxiety, motivation, and academic success in college students. Results suggested that fathers' authoritative parenting was related to decreases, whereas mothers' authoritarian parenting was related to increases, in college students' anxiety. Further,…

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

    NARCIS (Netherlands)

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

    2000-01-01

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

  12. Contributing Factors to Older Teen Mothers' Academic Success as Very Young Mothers

    Science.gov (United States)

    Hernandez, Jennifer; Abu Rabia, Hazza M.

    2017-01-01

    This qualitative study explores the factors contributed to 13 older teen mothers' academic success as very young mothers. The participants were older teen mothers who were pregnant and gave birth at the age of 16 years old or younger, and who have achieved a college degree from an accredited college or university while they raised their…

  13. Defining Success for Students with Autism Spectrum Disorder: Social Academic Behavior in Secondary General Education Settings

    Science.gov (United States)

    McKenney, Elizabeth L. W.; Stachniak, Catherine; Albright, Jordan; Jewell, Jeremy D.; Dorencz, Julie M.

    2016-01-01

    An exploratory, observation-based study sought to strengthen understanding of the development of social communication skills that facilitate academic success, particularly within general education settings. Sixteen middle and high school students with Autism Spectrum Disorders (ASD), all of whom participated in at least one period per day of core…

  14. Communication Skills of a Teacher and Its Role in the Development of the Students' Academic Success

    Science.gov (United States)

    Khan, Alamgir; Khan, Salahuddin; Zia-Ul-Islam, Syed; Khan, Manzoor

    2017-01-01

    Basically the current study sought to assess the perception of students regarding the role of teacher communication skills in their academics success. Comprehensive questionnaire carrying information including social economic and demographic aspects of the study was designed by the researcher to achieve the set objectives. All those universities…

  15. Academic Innovation in the Commercial Domain: Case Studies of Successful Transfers of University-Developed Technologies.

    Science.gov (United States)

    Powers, Joshua B.

    In recent years, considerable attention has been directed toward higher educations role as a driver of economic reform. Yet, surprisingly little is known about the processes and mechanisms by which academic innovations are successfully commercialized. The specific question is, what factors explain why some licensed innovations become bona fide…

  16. Academic Self-Concept and Causal Attributions for Success and Failure Amongst Elementary School Children

    Science.gov (United States)

    Lohbeck, Annette; Grube, Dietmar; Moschner, Barbara

    2017-01-01

    A great deal of research shows that the way in which children attribute causes to their successes and failures in school has implications for the development of their academic self-concept (ASC). The most common attributions are ability, effort, task difficulty, and luck. The present study asked 68 elementary school children aged seven to eight…

  17. The Value of Family Routines for the Academic Success of Vulnerable Adolescents

    Science.gov (United States)

    Roche, Kathleen M.; Ghazarian, Sharon R.

    2012-01-01

    This study examined associations between mother reports of family routines and adolescent academic success. The authors used prospective data from "Welfare, Children, and Families: A Three City Study" (N = 1,147), a study of low-income urban youth and mothers. The vast majority of youth were African American (43%) or Latino (47%); youth were an…

  18. Prediction Modeling for Academic Success in Professional Master's Athletic Training Programs

    Science.gov (United States)

    Bruce, Scott L.; Crawford, Elizabeth; Wilkerson, Gary B.; Rausch, David; Dale, R. Barry; Harris, Martina

    2016-01-01

    Context: A common goal of professional education programs is to recruit the students best suited for the professional career. Selection of students can be a difficult process, especially if the number of qualified candidates exceeds the number of available positions. The ability to predict academic success in any profession has been a challenging…

  19. Metacognitive Skills, Academic Success and Exam Anxiety as the Predictors of Psychological Well-Being

    Science.gov (United States)

    Isgör, Isa Yücel

    2016-01-01

    The purpose of this research was to investigate the predicting effect of high school students' metacognitive skills, exam anxiety and academic success levels upon their psychological well-being in a provincial center with a medium-scale population in Eastern Anatolian Region. The research group included totally 251 high school students including…

  20. The Importance of Very High Life Satisfaction for Students' Academic Success

    Science.gov (United States)

    Antaramian, Susan

    2017-01-01

    This study investigated whether very high levels of life satisfaction were associated with academic success at the college level. Three-hundred fifty-seven university students reported on their life satisfaction and various indicators of educational functioning. Participants with very high life satisfaction (top 10%) were compared to those with…

  1. The Impact of the Academic Library on Student Success: Connecting the Dots

    Science.gov (United States)

    Thorpe, Angie; Lukes, Ria; Bever, Diane J.; He, Yan

    2016-01-01

    In an age of assessment and accountability, academic libraries feel much pressure to prove their value according to new university measurements of student success. This study describes a methodology for how libraries may examine student interactions with services to assess whether library usage impacts student grade point averages (GPAs) and…

  2. The Effects of Family Leadership Orientation on Social Entrepreneurship, Generativity and Academic Success of College Students

    Science.gov (United States)

    Baloglu, Nuri

    2017-01-01

    In this study, the effects of family leadership orientation on social entrepreneurship, generativity and academic education success were examined with the views of college students. The study was conducted at a state university in Central Anatolia in Turkey. 402 college students who attending at three different colleges voluntarily participated in…

  3. Examining Factors Related to Academic Success of Military-Connected Students at Community Colleges

    Science.gov (United States)

    Williams-Klotz, Denise N.; Gansemer-Topf, Ann M.

    2018-01-01

    The number of military-connected students enrolling in community colleges has increased dramatically in the past decade, and this trend is expected to continue. This research focused on examining factors that contribute to the academic success of community college students. Specifically, the purpose of this quantitative study was to identify the…

  4. Modeling Success: Using Preenrollment Data to Identify Academically At-Risk Students

    Science.gov (United States)

    Gansemer-Topf, Ann M.; Compton, Jonathan; Wohlgemuth, Darin; Forbes, Greg; Ralston, Ekaterina

    2015-01-01

    Improving student success and degree completion is one of the core principles of strategic enrollment management. To address this principle, institutional data were used to develop a statistical model to identify academically at-risk students. The model employs multiple linear regression techniques to predict students at risk of earning below a…

  5. Performing the Grade: Urban Latino Youth, Gender Performance, and Academic Success

    Science.gov (United States)

    Foiles Sifuentes, A. M.

    2015-01-01

    This article examines the intersection of race, gender, class, and academic success through an ethnographic case study in a Texas charter high school. The 98% working-class, Latino student population was exposed to an array of stigmas ascribed to their persons based on negative social stereotypes of race, ethnicity, gender, and class due to the…

  6. Success in Higher Education: The Challenge to Achieve Academic Standing and Social Position

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    Life, James

    2015-01-01

    When students look at their classmates in the classroom, consciously or unconsciously, they see competitors both for academic recognition and social success. How do they fit in relation to others and how do they succeed in achieving both? Traditional views on the drive to succeed and the fear of failure are well known as motivators for achieving…

  7. An Investigation of the Effectiveness of Concept Mapping on Turkish Students' Academic Success

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    Erdogan, Yavuz

    2016-01-01

    This paper investigates the experimental studies which test the effectiveness of the concept mapping instructional strategy compared to the traditional teaching method. Meta-analysis was used to calculate the effect size of the concept mapping strategy on academic success. Therefore, the analysis includes experimental studies conducted in Turkey…

  8. Successful treatment of thyroid storm presenting as recurrent cardiac arrest and subsequent multiorgan failure by continuous renal replacement therapy

    Directory of Open Access Journals (Sweden)

    Han Soo Park

    2017-03-01

    Full Text Available Thyroid storm is a rare and potentially life-threatening medical emergency. We experienced a case of thyroid storm associated with sepsis caused by pneumonia, which had a catastrophic course including recurrent cardiac arrest and subsequent multiple organ failure (MOF. A 22-year-old female patient with a 10-year history of Graves’ disease was transferred to our emergency department (ED. She had a cardiac arrest at her home and a second cardiac arrest at the ED. Her heart recovered after 20 min of cardiac resuscitation. She was diagnosed with thyroid storm associated with hyperthyroidism complicated by pneumonia and sepsis. Although full conventional medical treatment was given, she had progressive MOF and hemodynamic instability consisting of hyperthermia, tachycardia and hypotension. Because of hepatic and renal failure with refractory hypotension, we reduced the patient’s dose of beta-blocker and antithyroid drug, and she was started on continuous veno-venous renal replacement therapy (CRRT with intravenous albumin and plasma supplementation. Subsequently, her body temperature and pulse rate began to stabilize within 1 h, and her blood pressure reached 120/60 mmHg after 6 h. We discontinued antithyroid drug 3 days after admission because of aggravated hyperbilirubinemia. The patient exhibited progressive improvement in thyroid function even after cessation of antithyroid drug, and she successfully recovered from thyroid storm and MOF. This is the first case of thyroid storm successfully treated by CRRT in a patient considered unfit for antithyroid drug treatment.

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

    Science.gov (United States)

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

    2009-04-29

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

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

    Directory of Open Access Journals (Sweden)

    Stamm Martina

    2009-04-01

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

  11. The Future of Basic Science in Academic Surgery: Identifying Barriers to Success for Surgeon-scientists.

    Science.gov (United States)

    Keswani, Sundeep G; Moles, Chad M; Morowitz, Michael; Zeh, Herbert; Kuo, John S; Levine, Matthew H; Cheng, Lily S; Hackam, David J; Ahuja, Nita; Goldstein, Allan M

    2017-06-01

    The aim of this study was to examine the challenges confronting surgeons performing basic science research in today's academic surgery environment. Multiple studies have identified challenges confronting surgeon-scientists and impacting their ability to be successful. Although these threats have been known for decades, the downward trend in the number of successful surgeon-scientists continues. Clinical demands, funding challenges, and other factors play important roles, but a rigorous analysis of academic surgeons and their experiences regarding these issues has not previously been performed. An online survey was distributed to 2504 members of the Association for Academic Surgery and Society of University Surgeons to determine factors impacting success. Survey results were subjected to statistical analyses. We also reviewed publicly available data regarding funding from the National Institutes of Health (NIH). NIH data revealed a 27% decline in the proportion of NIH funding to surgical departments relative to total NIH funding from 2007 to 2014. A total of 1033 (41%) members responded to our survey, making this the largest survey of academic surgeons to date. Surgeons most often cited the following factors as major impediments to pursuing basic investigation: pressure to be clinically productive, excessive administrative responsibilities, difficulty obtaining extramural funding, and desire for work-life balance. Surprisingly, a majority (68%) did not believe surgeons can be successful basic scientists in today's environment, including departmental leadership. We have identified important barriers that confront academic surgeons pursuing basic research and a perception that success in basic science may no longer be achievable. These barriers need to be addressed to ensure the continued development of future surgeon-scientists.

  12. Career-Success Scale – A new instrument to assess young physicians' academic career steps

    Science.gov (United States)

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

    2008-01-01

    Background Within the framework of a prospective cohort study of Swiss medical school graduates, a Career-Success Scale (CSS) was constructed in a sample of young physicians choosing different career paths in medicine. Furthermore the influence of personality factors, the participants' personal situation, and career related factors on their career success was investigated. Methods 406 residents were assessed in terms of career aspired to, and their career progress. The Career-Success Scale, consisting of 7 items, was developed and validated, addressing objective criteria of academic career advancement. The influence of gender and career aspiration was investigated by a two-factorial analysis of variance, the relationships between personality factors, personal situation, career related factors and the Career-Success Scale by a multivariate linear regression analysis. Results The unidimensional Career-Success Scale has an internal consistency of 0.76. It is significantly correlated at the bivariate level with gender, instrumentality, and all career related factors, particularly with academic career and received mentoring. In multiple regression, only gender, academic career, surgery as chosen specialty, and received mentoring are significant predictors. The highest values were observed in participants aspiring to an academic career, followed by those pursuing a hospital career and those wanting to run a private practice. Independent of the career aspired to, female residents have lower scores than their male colleagues. Conclusion The Career-Success Scale proved to be a short, reliable and valid instrument to measure career achievements. As mentoring is an independent predictor of career success, mentoring programs could be an important instrument to specifically enhance careers of female physicians in academia. PMID:18518972

  13. Career-success scale - a new instrument to assess young physicians' academic career steps.

    Science.gov (United States)

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

    2008-06-02

    Within the framework of a prospective cohort study of Swiss medical school graduates, a Career-Success Scale (CSS) was constructed in a sample of young physicians choosing different career paths in medicine. Furthermore the influence of personality factors, the participants' personal situation, and career related factors on their career success was investigated. 406 residents were assessed in terms of career aspired to, and their career progress. The Career-Success Scale, consisting of 7 items, was developed and validated, addressing objective criteria of academic career advancement. The influence of gender and career aspiration was investigated by a two-factorial analysis of variance, the relationships between personality factors, personal situation, career related factors and the Career-Success Scale by a multivariate linear regression analysis. The unidimensional Career-Success Scale has an internal consistency of 0.76. It is significantly correlated at the bivariate level with gender, instrumentality, and all career related factors, particularly with academic career and received mentoring. In multiple regression, only gender, academic career, surgery as chosen specialty, and received mentoring are significant predictors. The highest values were observed in participants aspiring to an academic career, followed by those pursuing a hospital career and those wanting to run a private practice. Independent of the career aspired to, female residents have lower scores than their male colleagues. The Career-Success Scale proved to be a short, reliable and valid instrument to measure career achievements. As mentoring is an independent predictor of career success, mentoring programs could be an important instrument to specifically enhance careers of female physicians in academia.

  14. Career-Success Scale – A new instrument to assess young physicians' academic career steps

    Directory of Open Access Journals (Sweden)

    Buddeberg Claus

    2008-06-01

    Full Text Available Abstract Background Within the framework of a prospective cohort study of Swiss medical school graduates, a Career-Success Scale (CSS was constructed in a sample of young physicians choosing different career paths in medicine. Furthermore the influence of personality factors, the participants' personal situation, and career related factors on their career success was investigated. Methods 406 residents were assessed in terms of career aspired to, and their career progress. The Career-Success Scale, consisting of 7 items, was developed and validated, addressing objective criteria of academic career advancement. The influence of gender and career aspiration was investigated by a two-factorial analysis of variance, the relationships between personality factors, personal situation, career related factors and the Career-Success Scale by a multivariate linear regression analysis. Results The unidimensional Career-Success Scale has an internal consistency of 0.76. It is significantly correlated at the bivariate level with gender, instrumentality, and all career related factors, particularly with academic career and received mentoring. In multiple regression, only gender, academic career, surgery as chosen specialty, and received mentoring are significant predictors. The highest values were observed in participants aspiring to an academic career, followed by those pursuing a hospital career and those wanting to run a private practice. Independent of the career aspired to, female residents have lower scores than their male colleagues. Conclusion The Career-Success Scale proved to be a short, reliable and valid instrument to measure career achievements. As mentoring is an independent predictor of career success, mentoring programs could be an important instrument to specifically enhance careers of female physicians in academia.

  15. Strategies for successful academic writing - institutional and non-institutional support for students.

    Science.gov (United States)

    Gopee, Neil; Deane, Mary

    2013-12-01

    Students develop better academic writing skills as they progress through their higher education programme, but despite recent continuing monitoring of student satisfaction with their education in UK, there has been relatively little research into students' perceptions of the active support that they need and receive to succeed as academic writers. To examine the strategies that university students on health or social care courses utilise to develop as writers in the face of many pressures and demands from different sources. Qualitative research conducted at a British University into undergraduates' writing practices in the field of healthcare. Ten participants took part in semi-structured interviews, half of whom were international students. The data was analysed by the researchers from the field of writing development using thematic analysis. The main findings are that certain students struggle as academic writers if they do not receive tuition on appropriate and effective academic writing through institutional provisions, or through non-institutional strategies, that can promote success with the writing process. There is also uncertainty over the extent to which nurse educators are expected to teach academic writing skills, alongside their discipline-specific subject areas. Both institutional provisions for academic writing development, such as a dedicated writing support department, and non-institutional factors such as peer-collaboration should be fully recognised, supported and resourced in tertiary education at a time when students' satisfaction and performance are high on the agenda. Copyright © 2012 Elsevier Ltd. All rights reserved.

  16. Academic success or failure in nursing students: results of a retrospective observational study.

    Science.gov (United States)

    Lancia, Loreto; Petrucci, Cristina; Giorgi, Fabio; Dante, Angelo; Cifone, Maria Grazia

    2013-12-01

    Nursing student academic failure is a phenomenon of growing international interest, not only because of its economic impact but also because it negatively affects the availability of future nurses in different healthcare systems. To recruit the students with the highest probability of academic success, an open challenge for universities is to recruit students who have previously demonstrated superior scholastic aptitudes that appear to be associated with a greater likelihood of academic success. Documenting the relationship between the selection methods used when selecting nursing students and academic failure will contribute to the international debate concerning the optimisation of the selection strategies. The principal aim of this study was to investigate the role in predicting nursing student academic success of (1) the upper-secondary diploma grades and (2) the score obtained by students in the nursing degree program admission test. A retrospective observational study was conducted. Five cohorts of nursing students, matriculated in consecutive academic years from 2004 to 2008, in an Italian bachelor's degree program were observed retrospectively. Overall, 61.2% of the 1006 considered students concluded their degree within the legal duration allowed for the nursing degree. Students who failed were those who had lowest grades associated with their upper-secondary diploma coursework (p=0.000) and were male (p=0.000). The grades associated with the upper-secondary diploma coursework, unlike the admission test score, correlates positively with the final degree grade and the average value of degree program examination scores. No correlation was found between the upper-secondary diploma coursework grades and the scores obtained in the test for the nursing degree program admission test (r=-0.037). These results suggest that upper-secondary diploma coursework grades are a parameter that should receive great consideration, especially in cases where there are planned

  17. Health and academic success: A look at the challenges of first-generation community college students.

    Science.gov (United States)

    McFadden, Deanna L H

    2016-04-01

    Community colleges in the United States serve more than six million students and are the gateway to postsecondary education for individuals from typically underserved populations such as low-income, ethnic minorities, and first-generation college students. First-generation college students are defined as students whose adoptive or natural parents' highest level of education was a high school diploma or less. Postsecondary education has the potential to reduce both health and socioeconomic disparities. First-generation community college students face significant economic, social, and cultural barriers to academic success and are the most at risk for "dropping-out." The purpose of this brief report was to explore what is known about social, psychological, and physical factors that impede first-generation community college students' academic success. Little is known about potential health and psychological barriers experienced by first-generation community college students that impact academic achievement. Advanced practice nurses (APNs) on community college campuses are in the ideal position to identify and treat health issues, and conduct much-needed research into these areas. College health centers are an important practice setting for APNs to provide direct care to students as well as influence college policies that improve student health, well-being, and promote academic success. ©2016 American Association of Nurse Practitioners.

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

    Science.gov (United States)

    Kaenzig, Lisa M.

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

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

    Science.gov (United States)

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-01-01

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

  20. Investigating the management information needs of academic Heads of Department: a Critical Success Factors approach

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    Francis Green

    1996-01-01

    Full Text Available This paper describes a research project in the Department of Information Studies at the University of Sheffield. With funding from the British Library Research and Development Department a critical success factors-based investigation of the management information needs of academic Heads of Department in an number of English universities was undertaken in 1994/1995, following publication of the results of a pilot study byPellow and Wilson (1993. Senior academic staff, university administrators and librarians in sixteen universities were interviewed between December, 1994 and March, 1995. Collation of data and analysis of results have been completed

  1. [Factors associated with academic success of medical students at Buenos Aires University].

    Science.gov (United States)

    Borracci, Raúl A; Pittaluga, Roberto D; Álvarez Rodríguez, Juan E; Arribalzaga, Eduardo B; Poveda Camargo, Ricardo L; Couto, Juan L; Provenzano, Sergio L

    2014-01-01

    The aim of this study was to identify common factors relating to the academic success of medical students who were distinguished with honors at the Buenos Aires University. In 2011, 142 graduates were surveyed; the questionnaire included 59 questions on their sociodemographic environment, living conditions and social integration, motivation to study, learning capacity and health quality during their career. Compared to other students, these distinguished students more often lived in the city, far from their families; had been educated at private or universitary high schools, their economic needs were financed by their parents, who were on the whole professionals. Most of them were single and childless. The possibility of future employment oportunities (work) did not influence their choice of a medical career, academic success was important to them and they believed that success depended largely on personal effort; they knew how to handle anxiety, were sociable but independent and preferred solid experience to abstract conceptuality in order to obtain information. Our conclusion, within the current system of candidate selection, these results serve to calculate the covert self-selection mechanisms during the career, or in a more restrictive regime, to select those likely to reach academic success due to their privileged ambience. The analysis of demographic factors indicates some degree of inequality for socially disadvantaged students. Perhaps, a selection system based only on intellectual abilities would help identify and support the best candidates regardless of their social context.

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

    OpenAIRE

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

    2012-01-01

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

  3. Factors associated with academic success at Vienna Medical School: prospective survey.

    Science.gov (United States)

    Frischenschlager, Oskar; Haidinger, Gerald; Mitterauer, Lukas

    2005-02-01

    To identify factors relating to students' success in the study of medicine at the Medical University of Vienna. In view of Austria's tradition of open access to higher education, which results large number of students, high dropout rate, long duration of studies, factors predicting success could be helpful for student counseling. In a prospective study, 674 freshmen (50.8% of students enrolled that year) responded to a questionnaire on their sociodemographic data, family background, performance in school, economic situation, living conditions, social integration and health, learning capacity, motivations related to studies and future profession, attitudes, and the ability to cope with stress. We used the results of the compulsory test of knowledge after the first year as an outcome measure of their success. By comparing two extremes of academic success, very successful students and students who twice failed the challenging first-year exam, we were able to identify three factors relevant in predicting academic success: male sex, German as mother tongue, and good performance in secondary school. Moreover, there is evidence that maturity and intrinsic motivational structure are linked to superior academic performance. The results of this study differ from or even contradict the findings of previous retrospective studies in Austria. We suggest that a more thorough examination of the effect of gender should be undertaken in future studies. We also hope that our work will lead to the improvement in the efficiency of the German courses for foreign students. Our findings confirm the importance of success in secondary school, but also clearly indicate that it should not be the only criterion for university admission.

  4. A culture conducive to women's academic success: development of a measure.

    Science.gov (United States)

    Westring, Alyssa Friede; Speck, Rebecca M; Sammel, Mary Dupuis; Scott, Patricia; Tuton, Lucy Wolf; Grisso, Jeane Ann; Abbuhl, Stephanie

    2012-11-01

    The work environment culture inhibits women's career success in academic medicine. The lack of clarity and consistency in the definition, measurement, and analysis of culture constrains current research on the topic. The authors addressed this gap by defining the construct of a culture conducive to women's academic success (CCWAS) and creating a measure (i.e., tool) to evaluate it. First, the authors conducted a review of published literature, held focus groups, and consulted with subject matter experts to develop a measure of academic workplace culture for women. Then they developed and pilot-tested the measure with a convenience sample of women assistant professors. After refining the measure, they administered it, along with additional scales for validation, to 133 women assistant professors at the University of Pennsylvania. Finally, they conducted statistical analyses to explore the measure's nature and validity. A CCWAS consists of four distinct, but related, dimensions: equal access, work-life balance, freedom from gender biases, and supportive leadership. The authors found evidence that women within departments/divisions agree on the supportiveness of their units but that substantial differences among units exist. The analyses provided strong evidence for the reliability and validity of their measure. This report contributes to a growing understanding of women's academic medicine careers and provides a measure that researchers can use to assess the supportiveness of the culture for women assistant professors and that leaders can use to evaluate the effectiveness of interventions designed to increase the supportiveness of the environment for women faculty.

  5. Letter to Editor: RESITA NETWORK - ACADEMIC ENTREPRENEURSHIP AND INNOVATION NETWORK OF SOUTH EASTERN EUROPEAN UNIVERSITIES: AN EXAMPLE OF SUCCESSFUL NETWORKING IN ENTREPRENEURSHIP AND INNOVATION AT ACADEMIC LEVEL

    Directory of Open Access Journals (Sweden)

    Peter Schulte

    2013-05-01

    Full Text Available The foundation, development, activities, and wider social impact of the AcademicEntrepreneurship and Innovation Network of South Eastern European Universities, or shortlyRESITA Network, is presented in this paper as a positive example of successful networking inentrepreneurship and innovation at academic level.

  6. An Investigation into the Self-Handicapping Behaviors of Undergraduates in Terms of Academic Procrastination, the Locus of Control and Academic Success

    Science.gov (United States)

    Akça, Figen

    2012-01-01

    The aim of this study was to investigate the relationship between self-handicapping, academic procrastination, the locus of control and academic success. The aim was also to determine whether these variables predicted self-handicapping behavior. The population of the study consisted of 263 undergraduates studying in different departments of the…

  7. Anxiety sensitivity as a predictor of academic success of medical students at the University of Mostar.

    Science.gov (United States)

    Zalihić, Amra; Mešukić, Sabina; Sušac, Bože; Knezović, Katarina; Martinac, Marko

    2017-12-01

    Higher education students comprise a particularly vulnerable group for the development of anxiety symptoms and disorders. The aim of our research was to examine the impact of anxiety sensitivity on the success of medical students at the University of Mostar, and to establish the differences between students depending on their sex and the year of study. One hundred students in their first and fifth year of medical school were interviewed using the ASI questionnaire, 7 days prior to their final exams. Here we demonstrate a positive correlation between anxiety sensitivity and academic success. We did not find any significant differences between the first and fifth-year medical students, nor between participants based on their sex. We conclude that anxiety can have a positive impact on the academic achievement of higher education students.

  8. French college students' sports practice and its relations with stress, coping strategies and academic success.

    Science.gov (United States)

    Décamps, Greg; Boujut, Emilie; Brisset, Camille

    2012-01-01

    College students at university have to face several stress factors. Although sports practice has been considered as having beneficial effects upon stress and general health, few studies have documented its influence on this specific population. The aim of this comparative study was to determine whether the intensity of the college students' sports practice (categorized into three groups: rare, regular, or intensive) would influence their levels of stress and self-efficacy, their coping strategies, and their academic success/failure. Three self-completion questionnaires were administered to 1071 French freshmen during their compulsory medical visit at the preventive medicine service of the university. Results indicated that students with intensive sport practice reported lower scores of general stress, academic stress, and emotion-focused coping strategies, and higher scores of self-efficacy than those with rare practice. However, the proportion of successful students did not differ significantly between the three groups of sports practice.

  9. French college students’ sports practice and its relations with stress, coping strategies and academic success

    Directory of Open Access Journals (Sweden)

    Greg eDécamps

    2012-04-01

    Full Text Available College students at university have to face several stress factors. Although sports practice has been considered as having beneficial effects upon stress and general health, few studies have documented its influence on this specific population. The aim of this comparative study was to determine whether the intensity of the college students’ sports practice (categorized into three groups: rare, regular or intensive would influence their levels of stress and self-efficacy, their coping strategies and their academic success/failure. Three self-completion questionnaires were administered to 1071 French freshmen during their compulsory medical visit at the preventive medicine service of the university. Results indicated that students with intensive sport practice reported lower scores of general stress, academic stress and emotion-focused coping strategies, and higher scores of self-efficacy than those with rare practice. However, the proportion of successful students did not differ significantly between the three groups of sports practice.

  10. Student nurse selection and predictability of academic success: The Multiple Mini Interview project.

    Science.gov (United States)

    Gale, Julia; Ooms, Ann; Grant, Robert; Paget, Kris; Marks-Maran, Di

    2016-05-01

    With recent reports of public enquiries into failure to care, universities are under pressure to ensure that candidates selected for undergraduate nursing programmes demonstrate academic potential as well as characteristics and values such as compassion, empathy and integrity. The Multiple Mini Interview (MMI) was used in one university as a way of ensuring that candidates had the appropriate numeracy and literacy skills as well as a range of communication, empathy, decision-making and problem-solving skills as well as ethical insights and integrity, initiative and team-work. To ascertain whether there is evidence of bias in MMIs (gender, age, nationality and location of secondary education) and to determine the extent to which the MMI is predictive of academic success in nursing. A longitudinal retrospective analysis of student demographics, MMI data and the assessment marks for years 1, 2 and 3. One university in southwest London. One cohort of students who commenced their programme in September 2011, including students in all four fields of nursing (adult, child, mental health and learning disability). Inferential statistics and a Bayesian Multilevel Model. MMI in conjunction with MMI numeracy test and MMI literacy test shows little or no bias in terms of ages, gender, nationality or location of secondary school education. Although MMI in conjunction with numeracy and literacy testing is predictive of academic success, it is only weakly predictive. The MMI used in conjunction with literacy and numeracy testing appears to be a successful technique for selecting candidates for nursing. However, other selection methods such as psychological profiling or testing of emotional intelligence may add to the extent to which selection methods are predictive of academic success on nursing. Copyright © 2016 Elsevier Ltd. All rights reserved.

  11. Scientific reasoning skills of high school students’ relationship gender and their academic success

    OpenAIRE

    Zeynep Demirtaş

    2011-01-01

    This study is aimed to examine the relationships between scientific reasoning skills of high school students and academic success that science (Physics, Chemistry and Biology), language (Turkish Language and Literature with Foreign Language), social (History and Geograpy) and ability groups (Painting, Music and Physical Education). For this purpose a test was executed to 408 first grade students from different seven high schools in Sakarya. Data were collected by a Classroom Test of Scientifi...

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

    Directory of Open Access Journals (Sweden)

    Gert Vanthournout

    2012-01-01

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

  13. Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading.

    Science.gov (United States)

    Munoz-Luna, Rosa

    2015-01-01

    Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading.

  14. Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading.

    Directory of Open Access Journals (Sweden)

    Rosa Munoz-Luna

    Full Text Available Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2 academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (unconsciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-writing strategies are drafting, outlining, and proofreading.

  15. Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading

    Science.gov (United States)

    Munoz-Luna, Rosa

    2015-01-01

    Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students’ writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading. PMID:26046836

  16. Stories of Success: Understanding Academic Achievement of Hispanic Students in Science

    Science.gov (United States)

    Harris, Amanda

    A review of the literature shows that there is much evidence to suggest the challenges facing Hispanic students in American public schools. Hispanic enrollment in K--12 public schools has increased from 6 to 19% in the last thirty years, yet schools have not made adequate adjustments to accommodate this changing population. Issues such as remedial tracking and cultural differences have led to low high school graduate rates for Hispanic students and inequities in schooling experiences (Gay, 2000). Particularly in the area of science, Hispanic students struggle with academic success (Cole & Espinoza, 2008). Despite these obstacles, some Hispanic students are academically successful (Rochin & Mello, 2007; Merisotis & Kee, 2006). This dissertation tells the stories of these Hispanic students who have been successful in science in secondary public schools. This study followed a grounded theory methodology and utilized individual interviews to collect data about Hispanics who have demonstrated achievement in the area of science. Through the analysis of these interviews, factors were identified which may have contributed to the success of these Hispanics in the field of science. Implications for future practice in public schools are also discussed.

  17. Non-cognitive characteristics predicting academic success among medical students in Sri Lanka.

    Science.gov (United States)

    Ranasinghe, Priyanga; Ellawela, Amaya; Gunatilake, Saman B

    2012-08-03

    To identify non-cognitive and socio-demographic characteristics determining academic success of Sri Lankan medical undergraduates. A retrospective study among 90 recently graduated students of the Faculty of Medical Sciences, University of Sri Jayewardenepura, Sri Lanka. Students were stratified into two equal groups; 'High-achievers' (honours degree at the final MBBS examination) and 'Low-achievers' (repeated one or more subjects at the same examination). A revised version of the Non-cognitive Questionnaire (NQ) with additional socio-demographic data was the study instrument. Academic performance indicator was performance at the final MBBS examinations. A binary logistic regression analysis was performed using the dichotomous variable 'Honours degree at final MBBS' as the dependant factor. Males were 56.7%. Mean age ± SD was 26.4 ± 0.9 years. 'High-achievers' were significantly younger than 'Low-achievers'. Significant proportion of 'High-achievers' were from the Western province and selected to university from Colombo district. A significant majority of 'High-achievers' entered medical school from their first attempt at GCE A/L examination and obtained 'Distinctions' at the GCE A/L English subject. 'High-achievers' demonstrated a significantly higher mean score for the following domains of NQ; Positive self-concept and confidence, realistic self-appraisal, leadership, preference of long range goals and academic familiarity.The binary logistic regression indicates that age, being selected to university from Colombo district, residency in Western province, entering university from GCE A/L first attempt, obtaining a 'Distinction' for GCE A/L English subject, higher number of patient-oriented case discussions, positive self-concept and confidence, leadership qualities, preference of long range goals and academic familiarity all significantly increased the odds of obtaining a Honours degree. A combined system incorporating both past academic performance and non

  18. Donde Estan los Estudiantes Puertorriquenos/os Exitosos? [Where Are the Academically Successful Puerto Rican Students?]: Success Factors of High-Achieving Puerto Rican High School Students

    Science.gov (United States)

    Antrop-Gonzalez, Rene; Velez, William; Garrett, Tomas

    2005-01-01

    This article describes the 4 success factors that 10 working class Puerto Rican urban high school students attributed to their high academic achievement. These success factors were (a) the acquisition of social capital through religiosity and participation in school and community-based extracurricular activities, (b) having a strong Puerto Rican…

  19. Predicting the academic success of architecture students by pre-enrolment requirement: using machine-learning techniques

    Directory of Open Access Journals (Sweden)

    Ralph Olusola Aluko

    2016-12-01

    Full Text Available In recent years, there has been an increase in the number of applicants seeking admission into architecture programmes. As expected, prior academic performance (also referred to as pre-enrolment requirement is a major factor considered during the process of selecting applicants. In the present study, machine learning models were used to predict academic success of architecture students based on information provided in prior academic performance. Two modeling techniques, namely K-nearest neighbour (k-NN and linear discriminant analysis were applied in the study. It was found that K-nearest neighbour (k-NN outperforms the linear discriminant analysis model in terms of accuracy. In addition, grades obtained in mathematics (at ordinary level examinations had a significant impact on the academic success of undergraduate architecture students. This paper makes a modest contribution to the ongoing discussion on the relationship between prior academic performance and academic success of undergraduate students by evaluating this proposition. One of the issues that emerges from these findings is that prior academic performance can be used as a predictor of academic success in undergraduate architecture programmes. Overall, the developed k-NN model can serve as a valuable tool during the process of selecting new intakes into undergraduate architecture programmes in Nigeria.

  20. European nursing students' academic success or failure: a post-Bologna Declaration systematic review.

    Science.gov (United States)

    Dante, Angelo; Petrucci, Cristina; Lancia, Loreto

    2013-01-01

    The aim of this systematic review is to synthesise the available evidence in the European scientific literature produced after the Bologna Declaration and to evaluate studies that quantify and examine the factors associated with the academic success or failure of nursing students. A systematic review of the literature was conducted. Major health literature databases were searched for studies published from 2000 to 2011. This review includes only European observational studies that were submitted to a quality assessment by two researchers before inclusion. Only five studies were included in this review. There are discordant results regarding the predictors of success or failure, which were common objects of study (gender, age, qualification on entry, ethnic group). other factors were studied individually (student personality, gendered view of nursing careers, intention to leave, family commitments, working while on course, student performance, clinical learning environment) need to be confirmed in additional studies. Although the predictors may be relevant at the local level, given their low external validity and the conflicting results, it is not possible to state with certainty that these factors are effectively predictive of success or failure in the context of post-Bologna Declaration Europe. This review showed that over the last ten years, in the European context, only a few high-quality observational studies have been performed. In this regard, given the small number and heterogeneity of the available studies, there is little useful evidence available for Higher Education Institutions (HEIs) to effectively address the problem. In the future, European researchers should focus not only on the documentation of the predictors but also on the documentation of the outcomes produced by the HEI strategies that have been implemented to prevent avoidable academic failure and contain physiological academic failure. Copyright © 2012 Elsevier Ltd. All rights reserved.

  1. 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.

  2. Undergraduate African American females in the sciences: A qualitative study of student experiences affecting academic success and persistence

    Science.gov (United States)

    Essien-Wood, Idara R.

    Given the lack of literature on Undergraduate African American females in the sciences (UAAFS), this study sought to explicate their experiences at one large, predominantly White, Research I institution in the southwestern United States. In particular, the purpose of this study was to identify factors that affect the academic success and persistence of Black females in the natural and physical sciences. Data was collected via in-depth, semi-structured interviews with 15 Black female science majors. Findings from this study identified several supportive mechanisms for academic success: family, religion, teaching assistants and friends. Also identified were seven barriers to academic success: employment, lack of diversity, cultural dissonance, unwelcoming Research I environment, faculty, advisors, classmates, and lab groups. Further, an analysis of students' responses revealed numerous instances of racial and gender micro-aggressions. Recommendations are provided to address factors identified as affecting student academic success and persistence as well as a culture of micro-aggressive behavior.

  3. Race/Ethnicity and Success in Academic Medicine: Findings From a Longitudinal Multi-Institutional Study.

    Science.gov (United States)

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

    2017-10-24

    To understand differences in productivity, advancement, retention, satisfaction, and compensation comparing underrepresented medical (URM) faculty with other faculty at multiple institutions. A 17-year follow-up was conducted of the National Faculty Survey, a random sample from 24 U.S. medical schools, oversampled for URM faculty. The authors examined academic productivity, advancement, retention, satisfaction, and compensation, comparing white, URM, and non-URM faculty. Retention, productivity, and advancement data were obtained from public sources for nonrespondents. Covariates included gender, specialty, time distribution, and years in academia. Negative binomial regression was used for count data, logistic regression for binary outcomes, and linear regression for continuous outcomes. In productivity analyses, advancement, and retention, 1,270 participants were included; 604 participants responded to the compensation and satisfaction survey. Response rates were lower for African American (26%) and Hispanic faculty (39%) than white faculty (52%, P career satisfaction, or compensation between URM and white faculty. URM and white faculty had similar career satisfaction, grant support, leadership, and compensation; URM faculty had fewer publications and were less likely to be promoted and retained in academic careers. Successful retention of URM faculty requires comprehensive institutional commitment to changing the academic climate and deliberative programming to support productivity and advancement.

  4. Integrated systematic review on educational strategies that promote academic success and resilience in undergraduate indigenous students.

    Science.gov (United States)

    Milne, T; Creedy, D K; West, R

    2016-01-01

    Despite numerous recommendations by governments, researchers, and education policymakers the recruitment, retention and success of undergraduate indigenous students in higher education is not commensurate of the wider student population. There is minimal evidence of valuing indigenous worldviews and perspectives in curricula, and effectiveness of educational strategies to strengthen indigenous student success rates in completing undergraduate studies. To conduct an integrative systematic review of educational strategies to promote academic success and resilience in undergraduate indigenous students. Major databases of Scopus, ProQuest, Informit and Web of Science were searched. Inclusion criteria were peer reviewed research articles from scholarly journals that referenced indigenous, aboriginal, First Nation or Māori students in undergraduate programs in higher education. The search was limited to English language and studies conducted from 1995 to 2014. The search yielded 156 research papers which reduced to 16 papers that met the inclusion criteria. The included papers were critiqued from a standpoint theory approach that reflects feminism, cultural respect, and humanism. Much of the literature describes issues, and provides qualitative analyses of experiences, but empirical evaluations of interventions are rare. There was a gap in current research evaluating strategies to improve indigenous student success and resilience. Key strategies for indigenous student success are multi-faceted, layered support, underpinned by the principles of respect, relationships, and responsibility. Implications for nursing and midwifery education, research and health care practice are outlined. Copyright © 2015 Elsevier Ltd. All rights reserved.

  5. The Effect of Cooperative Learning Methods on Academic Success in Social Studies Course

    Directory of Open Access Journals (Sweden)

    Mehmet ŞENTÜRK

    2016-12-01

    Full Text Available The aim of this study is to determine the effect of Jigsaw and Ask Together Learn Together technique used in the application of cooperative learning model on the academic success of social studies of 6th degree students. Experimental research design, including pretest and post-test, was used in the study. Work group of the study consisted of 54 6th grade students studying in three different classes of a secondary school in Trabzon between 2015-2016 school years. The study was conducted with two experimental groups and one control group. The related unit was taught via the related techniques for four weeks with experimental groups. Academic Success Test (AST was used as data collection tool of the study. The pre-test and post test scores of experimental and control groups from AST were analysed by using ANOVA and ANCOVA. According to the AST pre-test and posttest results of research groups, there was no significant difference between pre-test and posttest scores of Jigsaw and Ask Together Learn Together technique students in experimental groups, while significant difference was measured between experimental groups and control group.

  6. Encoding-related brain activity dissociates between the recollective processes underlying successful recall and recognition: a subsequent-memory study.

    Science.gov (United States)

    Sadeh, Talya; Maril, Anat; Goshen-Gottstein, Yonatan

    2012-07-01

    The subsequent-memory (SM) paradigm uncovers brain mechanisms that are associated with mnemonic activity during encoding by measuring participants' neural activity during encoding and classifying the encoding trials according to performance in the subsequent retrieval phase. The majority of these studies have converged on the notion that the mechanism supporting recognition is mediated by familiarity and recollection. The process of recollection is often assumed to be a recall-like process, implying that the active search for the memory trace is similar, if not identical, for recall and recognition. Here we challenge this assumption and hypothesize - based on previous findings obtained in our lab - that the recollective processes underlying recall and recognition might show dissociative patterns of encoding-related brain activity. To this end, our design controlled for familiarity, thereby focusing on contextual, recollective processes. We found evidence for dissociative neurocognitive encoding mechanisms supporting subsequent-recall and subsequent-recognition. Specifically, the contrast of subsequent-recognition versus subsequent-recall revealed activation in the Parahippocampal cortex (PHc) and the posterior hippocampus--regions associated with contextual processing. Implications of our findings and their relation to current cognitive models of recollection are discussed. Copyright © 2012 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

    Çetinkaya, Seher

    2017-01-01

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

  8. A study to investigate the effectiveness of successful intelligence training program to increase academic hope

    Directory of Open Access Journals (Sweden)

    Mahbobeh Samavatian

    2014-02-01

    Full Text Available The purpose of this study is to investigate the effectiveness of successful intelligence training program on academic hopefulness of probation students of Esfahan University of Technology. The research is semi-experimental of pre-test, post-test type with control group. Research population includes all probation students of Esfahan University of Technology. The study chooses 30 female and male students and assigns them randomly into two groups of experimental and control. Experimental group participate in 13 successful intelligence-training sessions for 13 weeks. Research tools consists of, Hope in certain aspects. Statistical analysis is conducted using SPSS18 on inferential statistics level proportionate to data analysis level. Statistical test hypothesis are analyzed through univariate covariance and multivariate covariance analysis. The results show that successful intelligence program training was effective to enhance hopefulness of probation students (p < 0.05. Given the results of present research, successful intelligence program training can be used as an intervention method in order to decrease harms because of dormitory and student life.

  9. Non-cognitive characteristics predicting academic success among medical students in Sri Lanka

    Directory of Open Access Journals (Sweden)

    Ranasinghe Priyanga

    2012-08-01

    Full Text Available Abstract Background To identify non-cognitive and socio-demographic characteristics determining academic success of Sri Lankan medical undergraduates. Methods A retrospective study among 90 recently graduated students of the Faculty of Medical Sciences, University of Sri Jayewardenepura, Sri Lanka. Students were stratified into two equal groups; ‘High-achievers’ (honours degree at the final MBBS examination and ‘Low-achievers’ (repeated one or more subjects at the same examination. A revised version of the Non-cognitive Questionnaire (NQ with additional socio-demographic data was the study instrument. Academic performance indicator was performance at the final MBBS examinations. A binary logistic regression analysis was performed using the dichotomous variable ‘Honours degree at final MBBS’ as the dependant factor. Results Males were 56.7%. Mean age ± SD was 26.4 ± 0.9 years. ‘High-achievers’ were significantly younger than ‘Low-achievers’. Significant proportion of ‘High-achievers’ were from the Western province and selected to university from Colombo district. A significant majority of ‘High-achievers’ entered medical school from their first attempt at GCE A/L examination and obtained ‘Distinctions’ at the GCE A/L English subject. ‘High-achievers’ demonstrated a significantly higher mean score for the following domains of NQ; Positive self-concept and confidence, realistic self-appraisal, leadership, preference of long range goals and academic familiarity. The binary logistic regression indicates that age, being selected to university from Colombo district, residency in Western province, entering university from GCE A/L first attempt, obtaining a ‘Distinction’ for GCE A/L English subject, higher number of patient-oriented case discussions, positive self-concept and confidence, leadership qualities, preference of long range goals and academic familiarity all significantly increased the odds of

  10. Female surgeons' mentoring experiences and success in an academic career in Switzerland.

    Science.gov (United States)

    Kaderli, Reto; Muff, Brigitte; Stefenelli, Ulrich; Businger, Adrian

    2011-07-18

    An increasing proportion of women are working in medicine, although only very few choose surgical specialties and the interest in an academic pursuit is generally smaller among women compared to their male colleagues. The aim of the present study was to analyse factors critical for a successful academic career for female surgeons in Switzerland and to assess the value of mentor-mentee relationships in this context. An anonymous national survey among board-certified female surgeons and female residents was conducted in Switzerland during spring 2008. The support in career advancement was investigated with five scales: networking, career planning, coaching, role model and emotional support scale. Career development was assessed based on the following criteria: number of talks at scientific conferences, number of peer-reviewed publications, participation in research projects, months of research as a fulltime activity, amount of awarded scholarships, amount of obtained third-party funds and number of research awards obtained. In total, 189/318 (59.4%) questionnaires were returned. Mentor-mentee relationships were reported by 109/189 (58%) respondents. The bivariate analysis showed a positive influence on the sum score regarding the respondents who were in a mentor-mentee relationship or who had support in doing household work (p = 0.09). A supporting network, especially in terms of a mentor, is crucial so that female physicians interested in an academic career get the opportunity to accomplish their purpose. There is considerable potential for improvement as almost half of the respondents did not have a mentor in this survey.

  11. How Do You Measure Success? Academic Wholism Bridges the Gap between High School and College

    Science.gov (United States)

    Giuliano, Barbara A.; Sullivan, Judith L.

    2004-01-01

    We conducted a research case study to ascertain the effect of a bridge program on fostering self-growth and academic readiness for college. Academic wholism provided the vehicle to promote self-awareness, self-motivation, and academic maturity. The rippling effect of this program extended beyond academics to the personal level. (Contains 2…

  12. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    Science.gov (United States)

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  13. Effectiveness of skills for academic and social success (SASS) with Portuguese adolescents.

    Science.gov (United States)

    Vagos, Paula; Pereira, Anabela; Warner, Carrie Masia

    2015-01-01

    Social fears are common among adolescents and may considerably impair their lives. Even so, most adolescents do not seek professional help for these difficulties, making it important to promote evidence-based and preventive interventions in community samples. This research presents the effectiveness of an intervention with a group of five female adolescents who reported serious interference of their social fears in their daily life. At post-intervention, effectiveness was noticeable by high recovery, reliable individual change, and intragroup statistical change. The intervention showed impact for measures of social anxiety, avoidance, and assertiveness, and such impact was steady at 3-month follow-up. These findings add to the cumulative and transcultural evidence on the effectiveness of Skills for Academic and Social Success (SASS).

  14. Evaluating the Predictive Validity of Academic and Social-Emotional Screening Assessments for Measuring Academic and Social-Emotional Success at the End of First Grade

    Science.gov (United States)

    Erhart, Amber C.

    2013-01-01

    By the end of the kindergarten, students are expected to possess early academic skills as well as the social maturity to be successful in first grade. Students leaving kindergarten without these readiness skills are sometimes held back in first grade or referred for a special education evaluation in later grades if they fail to make adequate…

  15. Effects of comprehensive educational reforms on academic success in a diverse student body.

    Science.gov (United States)

    Lieberman, Steven A; Ainsworth, Michael A; Asimakis, Gregory K; Thomas, Lauree; Cain, Lisa D; Mancuso, Melodee G; Rabek, Jeffrey P; Zhang, Ni; Frye, Ann W

    2010-12-01

    Calls for medical curriculum reform and increased student diversity in the USA have seen mixed success: performance outcomes following curriculum revisions have been inconsistent and national matriculation of under-represented minority (URM) students has not met aspirations. Published innovations in curricula, academic support and pipeline programmes usually describe isolated interventions that fail to affect curriculum-level outcomes. United States Medical Licensing Examination (USMLE) Step 1 performance and graduation rates were analysed for three classes of medical students before (matriculated 1995-1997, n=517) and after (matriculated 2003-2005, n=597) implementing broad-based reforms in our education system. The changes in pipeline recruitment and preparation programmes, instructional methods, assessment systems, academic support and board preparation were based on sound educational principles and best practices. Post-reform classes were diverse with respect to ethnicity (25.8% URM students), gender (51.8% female), and Medical College Admissions Test (MCAT) score (range 20-40; 24.1% scored ≤ 25). Mean±standard deviation MCAT scores were minimally changed (from 27.2±4.7 to 27.8±3.6). The Step 1 failure rate decreased by 69.3% and mean score increased by 14.0 points (effect size: d=0.67) overall. Improvements were greater among women (failure rate decreased by 78.9%, mean score increased by 15.6 points; d=0.76) and URM students (failure rate decreased by 76.5%, mean score increased by 14.6 points; d=0.74), especially African-American students (failure rate decreased by 93.6%, mean score increased by 20.8 points; d=1.12). Step 1 scores increased across the entire MCAT range. Four- and 5-year graduation rates increased by 7.1% and 5.8%, respectively. The effect sizes in these performance improvements surpassed those previously reported for isolated interventions in curriculum and student support. This success is likely to have resulted from the broad

  16. An Analysis of Factors Affecting Mature Age Students' Academic Success in Undergraduate Nursing Programs: A Critical Literature Review.

    Science.gov (United States)

    Hayden, Lisa J; Jeong, Sarah Y; Norton, Carol A

    2016-01-01

    The population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby's Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

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

    Science.gov (United States)

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

    2016-01-01

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

  18. A Previous Miscarriage and a Previous Successful Pregnancy Have a Different Impact on HLA Antibody Formation during a Subsequent Successful Pregnancy

    NARCIS (Netherlands)

    Geneugelijk, Kirsten; Hönger, Gideon; van Deutekom, Hanneke Wilhelmina Maria; Hösli, Irene Mathilde; Schaub, Stefan; Spierings, Eric

    2016-01-01

    Inherited paternal HLA antigens from the semi-allogeneic fetus may trigger maternal immune responses during pregnancy, leading to the production of child-specific HLA antibodies. The prevalence of these HLA antibodies increases with the number of successful pregnancies. In the present study, we

  19. 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.

  20. 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

    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

  1. Culture and Climate: Factors That Influence the Academic Success of African American Students in Prelicensure Nursing Education.

    Science.gov (United States)

    Murray, Teri A

    2015-12-01

    Despite numerous calls to diversify the nursing workforce, little progress has been made in increasing the numbers of African American graduates from prelicensure nursing programs, thus widening the diversity gap in the number of African Americans who enter the RN workforce. An integrative literature review was conducted to determine whether, from the students' perspective, the institutional climate and culture influenced their academic success. Themes of Alienation and Isolation, Persistent Determination, and Difficulty Seeking Help emerged as having an influence on students' academic success. On the basis of this review, professional development programs on topics such as implicit bias, microaggressions, and other unintentional and unconscious behaviors are recommended. Copyright 2015, SLACK Incorporated.

  2. Successful Aging in the Context of the Disablement Process: Working and Volunteering as Moderators on the Association Between Chronic Conditions and Subsequent Functional Limitations.

    Science.gov (United States)

    Kail, Ben Lennox; Carr, Dawn C

    2017-03-01

    This study evaluated the successful aging model by assessing the impact of two forms of productive engagement-working and volunteering-as potential interventions in the process of disablement. The Health and Retirement Study was used to (a) estimate two-stage selection equations of (i) currently working part time and full time and (ii) currently volunteering less than 100 hours and volunteering 100 hours or more per year (net of chronic health problems) and (b) assess whether, net of selection, working, and volunteering moderate the association between chronic conditions and subsequent functional limitations. Chronic conditions were associated with elevated levels of subsequent functional limitations, whereas both working and volunteering were associated with lower levels of subsequent functional limitations. Moreover, workers and volunteers of less than 100 hours per year experienced a reduction in the association of chronic conditions on subsequent functional limitations. This research highlights the role of productive engagement as a key element in successful aging. Not only do work and volunteering have direct associations with health outcomes themselves, but they also act as potential interventions in the process of disablement by attenuating the way in which chronic conditions are translated into subsequent functional limitations. This suggests that (a) future research should apply successful aging models to health processes as well as health outcomes and (b) policy makers should support social institutions that foster late-life productive engagement. © The Author 2016. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  3. Engineering students' and faculty perceptions of teaching methods and the level of faculty involvement that promotes academic success

    Science.gov (United States)

    Karpilo, Lacy N.

    Student academic success is a top priority of higher education institutions in the United States and the trend of students leaving school prior to finishing their degree is a serious concern. Accountability has become a large part of university and college ratings and perceived success. Retention is one component of the accountability metrics used by accreditation agencies. In addition, there are an increasing number of states allocating funds based in part on retention (Seidman, 2005). Institutions have created initiatives, programs, and even entire departments to address issues related to student academic success to promote retention. Universities and colleges have responded by focusing on methods to retain and better serve students. Retention and student academic success is a primary concern for high education institutions; however, engineering education has unique retention issues. The National Science Board (2004) reports a significant decline in the number of individuals in the United States who are training to become engineers, despite the fact that the number of jobs that utilize an engineering background continues to increase. Engineering education has responded to academic success issues by changing curriculum and pedagogical methods (Sheppard, 2001). This descriptive study investigates the perception of engineering students and faculty regarding teaching methods and faculty involvement to create a picture of what is occurring in engineering education. The population was the engineering students and faculty of Colorado State University's College of Engineering. Data from this research suggests that engaging teaching methods are not being used as often as research indicates they should and that there is a lack of student-faculty interaction outside of the classroom. This research adds to the breadth of knowledge and understanding of the current environment of engineering education. Furthermore, the data allows engineering educators and other higher

  4. Peer Mentoring Styles and Their Contribution to Academic Success among Mentees: A Person-Oriented Study in Higher Education

    Science.gov (United States)

    Leidenfrost, Birgit; Strassnig, Barbara; Schabmann, Alfred; Spiel, Christiane; Carbon, Claus-Christian

    2011-01-01

    The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for…

  5. The Cross-Lagged Relations between Children's Academic Skill Development, Task-Avoidance, and Parental Beliefs about Success

    Science.gov (United States)

    Magi, Katrin; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Nurmi, Jari-Erik

    2011-01-01

    This longitudinal study investigated the cross-lagged associations between children's academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child's success from kindergarten to Grade 2. The participants were 1267 children. The children's pre-skills were assessed at the end of the…

  6. A Model Midshipman: Factors Related to Academic and Military Success of Prior Enlisted Midshipmen at the United States Naval Academy

    National Research Council Canada - National Science Library

    Wyrick, Jared

    2005-01-01

    ... to be successful at the Naval Academy. Linear and Bi-Linear regression models are used to analyze the influence of prior-enlisted experience on academic and military performance at the Naval Academy on the classes from 1999 through 2004...

  7. Correlation of Admission Metrics with Eventual Success in Mathematics Academic Performance of Freshmen in AMAIUB's Business Curricula

    Science.gov (United States)

    Calucag, Lina S.; Talisic, Geraldo C.; Caday, Aileen B.

    2016-01-01

    This is a correlational study research design, which aimed to determine the correlation of admission metrics with eventual success in mathematics academic performance of the admitted 177 first year students of Bachelor of Science in Business Informatics and 59 first year students of Bachelor of Science in International Studies. Using Pearson's…

  8. The Relationship between Trained Preceptors' Knowledge and Skills and Student Nurses' Academic Success

    Science.gov (United States)

    Woodruff, David W.

    2017-01-01

    The lack of consistency in preceptors' knowledge and skills results in inconsistent preparation of student nurses. The purpose of this study was to examine the relationship between nurse preceptors' knowledge and skills and student nurses' academic success, as defined by better student learning. A quantitative, correlational survey method was used…

  9. The Validity of Interpersonal Skills Assessment via Situational Judgment Tests for Predicting Academic Success and Job Performance

    Science.gov (United States)

    Lievens, Filip; Sackett, Paul R.

    2012-01-01

    This study provides conceptual and empirical arguments why an assessment of applicants' procedural knowledge about interpersonal behavior via a video-based situational judgment test might be valid for academic and postacademic success criteria. Four cohorts of medical students (N = 723) were followed from admission to employment. Procedural…

  10. Characteristics Expected in Fields of Higher Education and Gender Stereotypical Traits Related to Academic Success: A Mirror Effect

    Science.gov (United States)

    Verniers, Catherine; Martinot, Delphine

    2015-01-01

    The aim of the present study was to test whether the content of a gender stereotype concerning general academic achievement matched the characteristics deemed to predict success in the fields of higher education dominated by women and men respectively. A sample of 207 undergraduate students rated the extent to which characteristics ascribed to…

  11. College Students with Autism Spectrum Disorder: Perceptions of Social Supports That Buffer College-Related Stress and Facilitate Academic Success

    Science.gov (United States)

    LeGary, Robert A., Jr.

    2017-01-01

    This exploratory case study examined the reports by advanced undergraduate students with autism spectrum disorder (ASD) of perceived social supports that buffer college-related stress and facilitate academic success. The sample for this study was comprised of 10 advanced undergraduate students who self-identified as having ASD. These participants…

  12. Picturing Success: Young Femininities and the (Im)Possibilities of Academic Achievement in Selective, Single-Sex Education

    Science.gov (United States)

    Allan, Alexandra

    2010-01-01

    Over the last decade it is young women who have come to be widely understood as the bearers of educational qualifications. It is girls who are now seen to have "the world at their feet" and to be able to attain the glittering prizes of academic success associated with elite universities and top occupations. And it is upper-middle-class…

  13. Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success

    Science.gov (United States)

    Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram

    2014-01-01

    This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The…

  14. A Thematic-Based Meta Analytic Study Regarding the Effect of Creativity on Academic Success and Learning Retention

    Science.gov (United States)

    Özdas, Faysal; Batdi, Veli

    2017-01-01

    This thematic-based meta-analytic study aims to examine the effect of creativity on the academic success and learning retention scores of students. In the context of this aim, 18 out of 225 studies regarding creativity that were carried out between 2001 and 2011 have been obtained from certain national and international databases. The studies…

  15. The Effect of Math Anxiety on the Academic Success of Developmental Mathematics Students at a Texas Community College

    Science.gov (United States)

    Fannin-Carroll, Kristen D.

    2014-01-01

    The purpose of this study was to examine the relationship between math anxiety and academic success of developmental mathematics students at a Texas community college based on age, gender, and level of developmental mathematics program. A quantitative, casual-comparative design was used to determine relationships. A total of 185 developmental…

  16. Meeting Multicultural Needs in School Libraries: An Examination of Mexican Migrant Families and Factors that Influence Academic Success

    Science.gov (United States)

    Plocharczyk, Leah

    2005-01-01

    The children of Mexican migrants face a number of hardships and difficulties that greatly hamper their ability to succeed in American schools. This paper examines some of the major difficulties and suggests multicultural programs that school librarians can implement in order to help migrant children achieve academic success.

  17. Family Background, Students' Academic Self-Efficacy, and Students' Career and Life Success Expectations

    Science.gov (United States)

    Kim, Mihyeon

    2014-01-01

    This study examined the relationship of family background on students' academic self-efficacy and the impact of students' self-efficacy on their career and life success expectations. The study used the national dataset of the Educational Longitudinal Study of 2002 (ELS: 2002), funded by the U.S. Department of Education. Based on a path…

  18. Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success

    Science.gov (United States)

    Sezgin, Ferudun; Erdogan, Onur

    2015-01-01

    This study explores the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success. A total of 600 teachers were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable…

  19. Factors Related to the Academic Success and Failure of College Football Players: The Case of the Mental Dropout.

    Science.gov (United States)

    Lang, Gale; And Others

    1988-01-01

    Examines variables used to predict the academic success or failure of college football players. Valid predictors include the following: (1) high school grades; (2) repeating a year in school; (3) feelings towards school; (4) discipline history; (5) mother's education; and (6) high school background. (FMW)

  20. When Working Together Works: Academic Success for Students in Out-of-Home Care. Best Practices in Homeless Education

    Science.gov (United States)

    National Center for Homeless Education at SERVE, 2010

    2010-01-01

    The National Center for Homeless Education and the Legal Center for Foster Care and Education present this brief to help educators and child welfare advocates work together to support the academic success of children and youth in out-of-home care. The brief offers practical, proven strategies for implementing two federal laws collaboratively: The…

  1. Student experience and academic success: comparing a student-centred and a lecture-based course programme

    NARCIS (Netherlands)

    Severiens, S.; Meeuwisse, M.; Born, M.

    2015-01-01

    Past research has shown that, under certain conditions, student-centred and small-scale course programmes result in more academic success. The present study investigates these conditions in further detail. It is examined whether, in comparison to a course programme that is relatively more

  2. Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading

    OpenAIRE

    Munoz-Luna, Rosa

    2015-01-01

    Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergradua...

  3. 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).

  4. Measuring the Success of an Academic Development Programme: A Statistical Analysis

    Science.gov (United States)

    Smith, L. C.

    2009-01-01

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

  5. Intrinsic Motivation to Learn: The Nexus between Psychological Health and Academic Success

    Science.gov (United States)

    Froiland, John Mark; Oros, Emily; Smith, Liana; Hirchert, Tyrell

    2012-01-01

    Intrinsic motivation (IM) to learn, if cultivated, can lead to many academic and social/emotional improvements among K-12 students. This article discusses intrinsic motivation to learn as it relates to Self Determination Theory and the trouble with relying solely on extrinsic motivators. The academic benefits of IM in the specific subject areas of…

  6. Measures of Success: Cruel Optimism and the Paradox of Academic Women's Participation in Australian Higher Education

    Science.gov (United States)

    Lipton, Briony

    2017-01-01

    This paper examines the reworking of gender in the measured university and the impact this has on gender equality in academia. Neoliberal market rationalities and measurements embedded in academic publishing, funding and promotion have transformed Australian higher education and impacts upon the careers of academic women in ways that are gendered.…

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

    Science.gov (United States)

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

    2016-01-01

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

  8. The relationship between self-regulation skills and academic success in students with mild and moderate intellectual disabilities

    Directory of Open Access Journals (Sweden)

    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.

  9. Commentary: charting a course for success: excellence in clinical care and discovery in academic departments.

    Science.gov (United States)

    Cooper, William O; Gitlin, Jonathan D

    2011-05-01

    The current shifts in academics not only invite new challenges but create previously unexplored opportunities for unique discoveries in health. Leaders in academic departments must consider changes in academic medicine as new courses to be charted rather than an inevitable shifting of the ground beneath them. Under this model, clinical excellence is coupled with discovery, where trainees, faculty, and patients and families are continually exposed to asking questions and identifying ways to move science forward to improve health. Academic pediatrics remains today a vibrant and exciting discipline with extraordinary leaders and committed trainees. We must continue to inspire on the voyage to excellence, keeping our eyes on the horizon and not the gathering storms. Copyright © by the Association of American medical Colleges.

  10. The journey and destination need to be intentional: Perceptions of success in community-academic research partnerships

    Directory of Open Access Journals (Sweden)

    Robin Lindquist-Grantz

    2016-09-01

    Full Text Available Research partnerships between community members and academics are dynamic microsystems that aim to increase community wellbeing within complex environments. Efforts to improve health and social outcomes in communities are challenging in their own right, but even the most experienced researchers or engaged community members can have difficulty navigating the collaborative terrain of community-academic research partnerships. Proponents of participatory research models that engage community members as co-researchers are still examining how the collaborative process interacts with, and impacts, both short- and long-term outcomes. As a result, there has been a call for additional studies that employ qualitative and quantitative methods to contribute to a holistic understanding of this approach to research. This pilot study utilized the participatory tenets of co-researcher models to explore how members of community-academic research partnerships think about partnership processes and outcomes, including how they delineate between the two. Web-based concept mapping methodology was combined with individual interviews in an innovative mixed methods research study to further the field’s understanding of how community and academic members define partnership success and evaluate the impact of their work. Our findings suggest that in the early stages of a partnership members rely on informal and intuitive evaluation of success based on how the partnership is functioning. These partnership processes, which serve as intermediate outcomes, largely influence member engagement in the work, but partnerships are ultimately deemed successful if intended community-based research outcomes are achieved. Keywords: community-academic research partnerships, participatory research, concept mapping methodology, mixed methods, partnership process, outcomes

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

    Science.gov (United States)

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

    2018-01-01

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

  12. Hot topics, urgent priorities, and ensuring success for racial/ethnic minority young investigators in academic pediatrics.

    Science.gov (United States)

    Flores, Glenn; Mendoza, Fernando S; Fuentes-Afflick, Elena; Mendoza, Jason A; Pachter, Lee; Espinoza, Juan; Fernandez, Cristina R; Arnold, Danielle D P; Brown, Nicole M; Gonzalez, Kymberly M; Lopez, Cynthia; Owen, Mikah C; Parks, Kenya M; Reynolds, Kimberly L; Russell, Christopher J

    2016-12-09

    The number of racial/ethnic minority children will exceed the number of white children in the USA by 2018. Although 38% of Americans are minorities, only 12% of pediatricians, 5% of medical-school faculty, and 3% of medical-school professors are minorities. Furthermore, only 5% of all R01 applications for National Institutes of Health grants are from African-American, Latino, and American Indian investigators. Prompted by the persistent lack of diversity in the pediatric and biomedical research workforces, the Academic Pediatric Association Research in Academic Pediatrics Initiative on Diversity (RAPID) was initiated in 2012. RAPID targets applicants who are members of an underrepresented minority group (URM), disabled, or from a socially, culturally, economically, or educationally disadvantaged background. The program, which consists of both a research project and career and leadership development activities, includes an annual career-development and leadership conference which is open to any resident, fellow, or junior faculty member from an URM, disabled, or disadvantaged background who is interested in a career in academic general pediatrics. As part of the annual RAPID conference, a Hot Topic Session is held in which the young investigators spend several hours developing a list of hot topics on the most useful faculty and career-development issues. These hot topics are then posed in the form of six "burning questions" to the RAPID National Advisory Committee (comprised of accomplished, nationally recognized senior investigators who are seasoned mentors), the RAPID Director and Co-Director, and the keynote speaker. The six compelling questions posed by the 10 young investigators-along with the responses of the senior conference leadership-provide a unique resource and "survival guide" for ensuring the academic success and optimal career development of young investigators in academic pediatrics from diverse backgrounds. A rich conversation ensued on the topics

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

    Science.gov (United States)

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

    2015-09-19

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

  14. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university

    Science.gov (United States)

    Hroch, Amber Michelle

    2011-12-01

    This grounded theory study revealed the common factors of backgrounds, strategies, and motivators in academically successful undergraduate women in science, engineering, and mathematics (SEM) fields at a private, research university in the West. Data from interviews with 15 women with 3.25 or better grade point averages indicated that current academic achievement in their college SEM fields can be attributed to previous academic success, self awareness, time management and organizational skills, and maintaining a strong support network. Participants were motivated by an internal drive to academically succeed and attend graduate school. Recommendations are provided for professors, advisors, and student affairs professionals.

  15. Searching for the Next Generation of Teacher Educators: Assessing the Success of Academic Searches

    Science.gov (United States)

    Twombly, Susan B.; Wolf-Wendel, Lisa; Williams, James; Green, Pamela

    2006-01-01

    In light of a documented shortage of candidates for teacher education faculty positions, this article explores the academic labor market for teacher education faculty using job announcements from the Chronicle of Higher Education and a survey of search chairs to examine the qualifications sought. The authors conclude that the demand for teacher…

  16. Factors determining a successful socioeconomic introduction of horticulture in foreign countries - Academic Consultancy Training Report

    NARCIS (Netherlands)

    Busscher, N.; Dobma, B.J.; Gonbour, M.; González Ximénez de Embún, M.; Heddes, M.; Visser, de J.; Lans, van der C.J.M.

    2010-01-01

    Course: Academic Consultancy Training (YMC 60809) Project: Sustainable development of greenhouse horticulture in developing countries (756) Commissioner: Wageningen UR Greenhouse Horticulture Contact person: Ir. C.J.M. van der Lans Coach: Dr. Ir. J.W. Hofstee Expert: Prof. Dr. O. van Kooten A lot of

  17. Ways of Coping as Predictors of Satisfaction with Curriculum and Academic Success in Medical School

    Science.gov (United States)

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

    2011-01-01

    The purpose of the present study was to determine the coping strategies of medical students and to investigate the effects of coping strategies on student satisfaction and academic achievement with different instruction methods. A total of 152 medical students was followed throughout the first 2 yr of medical education between 2008 and 2010.…

  18. Predicting Academic Success: General Intelligence, "Big Five" Personality Traits, and Work Drive

    Science.gov (United States)

    Ridgell, Susan D.; Lounsbury, John W.

    2004-01-01

    General intelligence, Big Five personality traits, and the construct Work Drive were studied in relation to two measures of collegiate academic performance: a single course grade received by undergraduate students in an introductory psychology course, and self-reported GPA. General intelligence and Work Drive were found to be significantly…

  19. Predicting Academic Success and Technological Literacy in Secondary Education: A Learning Styles Perspective

    Science.gov (United States)

    Avsec, Stanislav; Szewczyk-Zakrzewska, Agnieszka

    2017-01-01

    This paper aims to investigate the predictive validity of learning styles on academic achievement and technological literacy (TL). For this purpose, secondary school students were recruited (n = 150). An empirical research design was followed where the TL test was used with a learning style inventory measuring learning orientation, processing…

  20. Clinical Physiology: A Successful Academic and Clinical Discipline is Threatened in Sweden

    Science.gov (United States)

    Arheden, Hakan

    2009-01-01

    Clinical physiologists in Sweden are physicians (the majority with a PhD degree) with thorough training in system physiology and pathophysiology. They investigate patients in a functional approach and are engaged in basic and applied physiology teaching and research. In 1954, clinical physiology was founded as an independent academic and clinical…

  1. All Female Education: Self Image and Academic Success of Fourth through Eighth Grade Girls.

    Science.gov (United States)

    Heffernan, Erin J.

    This study examines how young women in single sex institutions perceive their educational experience in four categories: academics, resources, participation, and self-image. When investigating whether there are advantages in all female education, it is important to consider student perceptions within these all female schools. This study was…

  2. School Climate for Academic Success: A Multilevel Analysis of School Climate and Student Outcomes

    Science.gov (United States)

    Kwong, Darren; Davis, Jonathan Ryan

    2015-01-01

    This multilevel study examined the relationship between school climate and academic achievement. Using the Educational Longitudinal Survey (ELS, 2002), and a sample of 16,258 students and 1954 schools nationwide, we found that student-level perception of school climate--especially the student learning environment--was highly predictive of academic…

  3. Motivation, Academic Assessments and First-Semester Success at a Midwestern Technical College

    Science.gov (United States)

    Dillon, Sarah A.

    2017-01-01

    This study examined college admission criteria and college readiness in an effort to reduce barriers in college admission. The Academic Motivation Scale (AMS) was administered to a convenience sample of 74 participants among 503 students during their first semester at a two-year college. Scale scores were compared to demographic characteristics,…

  4. Predicting academic success in higher education: what’s more important than being smart?

    NARCIS (Netherlands)

    Kappe, F.R.; van der Flier, H.

    2012-01-01

    This study investigated the combined predictive validity of intelligence and personality factors on multiple measures of academic achievement. Students in a college of higher education in the Netherlands (N0137) completed a survey that measured intelligence, the Big Five personality traits,

  5. In Pursuit of Success: Latino Male College Students Exercising Academic Determination and Community Cultural Wealth

    Science.gov (United States)

    Pérez, David, II

    2017-01-01

    Discourse about Latino male college students centers on their low enrollment, persistence, and graduation rates. Two asset-based theoretical frameworks were used to understand how 21 Latino males' academic determination was nurtured and sustained by cultural wealth at selective institutions. Although most participants entered college with unclear…

  6. Communication Disorders in the School: Perspectives on Academic and Social Success an Introduction

    Science.gov (United States)

    Thatcher, Karen L.; Fletcher, Kathryn; Decker, Blair

    2008-01-01

    The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of "Psychology in the Schools"…

  7. Patterns of Early Reading and Social Skills Associated with Academic Success in Elementary School

    Science.gov (United States)

    Cooper, Brittany Rhoades; Moore, Julia E.; Powers, C. J.; Cleveland, Michael; Greenberg, Mark T.

    2014-01-01

    Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti & J. J. Heckman, 2012; J. J. Heckman, 2012; R. Murnane, I. Sawhill, & C. Snow, 2012). Although there is substantial evidence that children's early…

  8. Approaching Gender Equity in Academic Chemistry: Lessons Learned from Successful Female Chemists in the UK

    Science.gov (United States)

    Miller-Friedmann, Jaimie; Childs, Ann; Hillier, Judith

    2018-01-01

    The internationally acknowledged gender gap in science continues to be an unrelenting concern to science educators; aggregate data in the UK show that both recruitment and retention of women in academic science remain relatively low. Most published research focuses on women in the broad field of science, generates correlations or predictions, or…

  9. Predicting Academic Success in Higher Education: What's More Important than Being Smart?

    Science.gov (United States)

    Kappe, Rutger; van der Flier, Henk

    2012-01-01

    This study investigated the combined predictive validity of intelligence and personality factors on multiple measures of academic achievement. Students in a college of higher education in the Netherlands (N = 137) completed a survey that measured intelligence, the Big Five personality traits, motivation, and four specific personality traits.…

  10. Academic & Technical Skills + Life/Work Skills + Career Information & Guidance = Success in Career Building.

    Science.gov (United States)

    Jarvis, Phillip S.

    There has been a renaissance in the thinking about career development. It is becoming accepted that information is not enough; in addition to academic and technical skills, youth and adults need to learn life/work designing and building skills to become healthy, productive, and self-reliant citizens. Despite the fact that Canadian students have…

  11. DECA Membership and Its Effect on Grade Point Average as an Indicator of Academic Success

    Science.gov (United States)

    Kosloski, Michael F., Jr.; Ritz, John M.

    2014-01-01

    Stakeholders in career and technical education declare the value of applied learning through corresponding co-curricular student organizations. However, there is limited empirical evidence to support the notion that student organizations help participants to achieve academic gains. This study examined the levels of engagement in DECA's…

  12. A Successful US Academic Collaborative Supporting Medical Education in a Postconflict Setting

    Directory of Open Access Journals (Sweden)

    Patricia McQuilkin MD

    2014-12-01

    Full Text Available This article describes a model employed by the Academic Collaborative to Support Medical Education in Liberia to augment medical education in a postconflict setting where the health and educational structures and funding are very limited. We effectively utilized a cohort of visiting US pediatric faculty and trainees for short-term but recurrent clinical work and teaching. This model allows US academic medical centers, especially those with smaller residency programs, to provide global health experiences for faculty and trainees while contributing to the strengthening of medical education in the host country. Those involved can work toward a goal of sustainable training with a strengthened host country specialty education system. Partnerships such as ours evolve over time and succeed by meeting the needs of the host country, even during unanticipated challenges, such as the Ebola virus outbreak in West Africa.

  13. A longitudinal study of self-esteem, cultural identity, and academic success among American Indian adolescents

    OpenAIRE

    Whitesell, Nancy Rumbaugh; Mitchell, Christina M.; Spicer, Paul

    2009-01-01

    Latent growth curve modeling was used to estimate developmental trajectories of self-esteem and cultural identity among American Indian high school students and to explore the relationships of these trajectories to personal resources, problem behaviors, and academic performance at the end of high school. The sample included 1,611 participants from the Voices of Indian Teens project, a three-year longitudinal study of adolescents from three diverse American Indian cultural groups in the wester...

  14. The effect of sleep duration and quality on academical success of the elementary school children in Kayseri Turkey.

    Science.gov (United States)

    Unalan, Demet; Ozturk, Ahmet; Ismailogullari, Sevda; Akgul, Nilgun; Aksu, Murat

    2013-05-01

    To assess the sleeping habits of primary school children and establish link between sleeping hours and academic achievement. The cross-sectional study was conducted between April and June 2007, involving 2422 students of 6-8th grades in 12 primary schools located in Kayseri, Turkey. A questionnaire was presented to the students on the basis of probability sampling method. Academic performance was evaluated with regard to their school grades. SPSS 20 was used for statistical analysis. Of the total 2422 questionnaires distributed, 1966 (81.2%) were used for further evaluation. The mean sleeping period of the students during school days was 8.86 +/- 1.10 hours. The number of students having difficulty in waking up in the morning was 940 (47.8%), while 910 (46.3%) were confused when they woke up during the night, and the 886 (45.1%) had nightmares, while 609 (31.0%) were sleepy all day long. As the sleeping period increased, the probability of a mediocre achievement in science lessons increased by 1.33 fold and poor achievement increased by 1.57 fold. Besides, the probability of a mediocre achievement in mathematics lessons increased by 1.36 fold, and poor achievement increased by 1.67 fold. For Turkish language lessons, these increases were found to be 1.40 and 1.60 respectively. Correlation analysis showed a significant negative relationship between sleeping time and successful scores in Turkish (r = -0.65, p sleeping period increased, the academic achievement of the students was negatively affected. The academic success was low in children who felt sleepy throughout the day.

  15. Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms.

    Science.gov (United States)

    Chen, Lang; Bae, Se Ri; Battista, Christian; Qin, Shaozheng; Chen, Tianwen; Evans, Tanya M; Menon, Vinod

    2018-03-01

    Positive attitude is thought to impact academic achievement and learning in children, but little is known about its underlying neurocognitive mechanisms. Using a large behavioral sample of 240 children, we found that positive attitude toward math uniquely predicted math achievement, even after we accounted for multiple other cognitive-affective factors. We then investigated the neural mechanisms underlying the link between positive attitude and academic achievement in two independent cohorts of children (discovery cohort: n = 47; replication cohort: n = 28) and tested competing hypotheses regarding the differential roles of affective-motivational and learning-memory systems. In both cohorts, we found that positive attitude was associated with increased engagement of the hippocampal learning-memory system. Structural equation modeling further revealed that, in both cohorts, increased hippocampal activity and more frequent use of efficient memory-based strategies mediated the relation between positive attitude and higher math achievement. Our study is the first to elucidate the neurocognitive mechanisms by which positive attitude influences learning and academic achievement.

  16. Career-success scale – a new instrument to assess young physicians' academic career steps

    OpenAIRE

    Buddeberg-Fischer, B; Stamm, M; Buddeberg, C; Klaghofer, R

    2008-01-01

    Abstract Background Within the framework of a prospective cohort study of Swiss medical school graduates, a Career-Success Scale (CSS) was constructed in a sample of young physicians choosing different career paths in medicine. Furthermore the influence of personality factors, the participants' personal situation, and career related factors on their career success was investigated. Methods 406 residents were assessed in terms of career aspired to, and their career progress. The Career-Success...

  17. Academic Probation, Time Management, and Time Use in a College Success Course

    Science.gov (United States)

    Hensley, Lauren C.; Wolters, Christopher A.; Won, Sungjun; Brady, Anna C.

    2018-01-01

    Effective time management often undergirds students' success in college, and many postsecondary learning centers offer services to help students assess and improve this aspect of their learning skills. In the context of a college success course, we gathered insights from assignments to consider various facets of students' time-related behaviors…

  18. Predictors of Academic Success for Maori, Pacific and Non-Maori Non-Pacific Students in Health Professional Education: A Quantitative Analysis

    Science.gov (United States)

    Wikaire, Erena; Curtis, Elana; Cormack, Donna; Jiang, Yannan; McMillan, Louise; Loto, Rob; Reid, Papaarangi

    2017-01-01

    Tertiary institutions internationally aim to increase student diversity, however are struggling to achieve equitable academic outcomes for indigenous and ethnic minority students and detailed exploration of factors that impact on success is required. This study explored the predictive effect of admission variables on academic outcomes for health…

  19. Educating the surgeon-scientist: A qualitative study evaluating challenges and barriers toward becoming an academically successful surgeon.

    Science.gov (United States)

    Kodadek, Lisa M; Kapadia, Muneera R; Changoor, Navin R; Dunn, Kelli Bullard; Are, Chandrakanth; Greenberg, Jacob A; Minter, Rebecca M; Pawlik, Timothy M; Haider, Adil H

    2016-12-01

    The advancement of surgical science relies on educating new generations of surgeon-scientists. Career development awards (K Awards) from the National Institutes of Health, often considered a marker of early academic success, are one way physician-scientists may foster skills through a mentored research experience. This study aimed to develop a conceptual framework to understand institutional support and other factors leading to a K Award. A national, qualitative study was conducted with academic surgeons. Participants included 15 K Awardees and 12 surgery department Chairs. Purposive sampling ensured a diverse range of experiences. Semistructured, in-depth telephone interviews were conducted. Interviews were audio recorded and transcribed verbatim, and 2 reviewers analyzed the transcripts using Grounded Theory methodology. Participants described individual and institutional factors contributing to success. K Awardees cited personal factors such as perseverance and team leadership skills. Chairs described the K Awardee as an institutional "investment" requiring protected time for research, financial support, and mentorship. Both K Awardees and Chairs identified a number of challenges unique to the surgeon-scientist, including financial strains and competing clinical demands. Institutional support for surgeons pursuing K Awards is a complex investment with significant initial costs to the department. Chairs act as stewards of institutional resources and support those surgeon-scientists most likely to be successful. Although the K Award pathway is one way to develop surgeon-scientists, financial burdens and challenges may limit its usefulness. These findings, however, may better prepare young surgeons to develop career plans and identify new mechanisms for academic productivity. Copyright © 2016 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    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…

  1. Success after Failure: Academic Effects and Psychological Implications of Early Universal Algebra Policies

    Science.gov (United States)

    Howard, Keith A.; Scott, Allison; Romero, Martin; Saddler, Derrick

    2015-01-01

    In this article, the authors use the High School Longitudinal Study 2009 (HSLS:09) national database to analyze the relationships between algebra failure, subsequent performance, motivation, and college readiness. Students who failed eighth-grade Algebra I did not differ significantly in mathematics proficiency from those who passed lower-level…

  2. Food Insecurity and Behavioral Characteristics for Academic Success in Young Adults Attending an Appalachian University.

    Science.gov (United States)

    Hagedorn, Rebecca L; Olfert, Melissa D

    2018-03-16

    In order to investigate the impact of food insecurity on college students in a highly health disparate region we (1) assessed the prevalence of food insecurity among young adults at a large, rural university in Appalachia, and (2) investigated the relationship between food insecurity and behavioral characteristics including academic performance, coping strategies, and money expenditure. A cross-sectional design was used to capture a representative sample of young adults attending a large, central Appalachian university in Fall 2016. The United States Department of Agriculture (USDA) Adult Food Security Survey was used to measure food insecurity. Independent variables include money expenditure (MES), coping strategies (CSS), academic performance (APS), and demographic, health, economic and culinary variables. Participant responses ( n = 692) showed one third (36.6%) of respondents were food-insecure. Students with higher scores for MES and CSS had significantly higher odds of being food-insecure (odds ratio (OR) = 2.07; 95% confidence interval (CI) 1.81 to 2.38 and OR = 1.20; 95% CI 1.16 to 1.23, respectively). The odds of high APS scores (OR = 0.79; 95% CI 0.73 to 0.86) were inversely related to food insecurity. Results of the logistic regression showed MES, CSS, health, and school year remained a significant predictor of food insecurity in college students. These findings suggest behavioral differences in terms of coping strategies, money expenditure, and academic progress among food-insecure students and can be used to identify and target at-risk students to promote student food security and well-being.

  3. Determining the Drivers of Academic Success in Surgery: An Analysis of 3,850 Faculty.

    Directory of Open Access Journals (Sweden)

    Nakul P Valsangkar

    Full Text Available Determine drivers of academic productivity within U.S. departments of surgery.Eighty academic metrics for 3,850 faculty at the top 50 NIH-funded university- and 5 outstanding hospital-based surgical departments were collected using websites, Scopus, and NIH RePORTER.Mean faculty size was 76. Overall, there were 35.3% assistant, 27.8% associate, and 36.9% full professors. Women comprised 21.8%; 4.9% were MD-PhDs and 6.1% PhDs. By faculty-rank, median publications/citations were: assistant, 14/175, associate, 39/649 and full-professor, 97/2250. General surgery divisions contributed the most publications and citations. Highest performing sub-specialties per faculty member were: research (58/1683, transplantation (51/1067, oncology (41/777, and cardiothoracic surgery (48/860. Overall, 23.5% of faculty were principal investigators for a current or former NIH grant, 9.5% for a current or former R01/U01/P01. The 10 most cited faculty (MCF within each department contributed to 42% of all publications and 55% of all citations. MCF were most commonly general (25%, oncology (19%, or transplant surgeons (15%. Fifty-one-percent of MCF had current/former NIH funding, compared with 20% of the rest (p<0.05; funding rates for R01/U01/P01 grants was 25.1% vs. 6.8% (p<0.05. Rate of current-NIH MCF funding correlated with higher total departmental NIH rank (p < 0.05.Departmental academic productivity as defined by citations and NIH funding is highly driven by sections or divisions of research, general and transplantation surgery. MCF, regardless of subspecialty, contribute disproportionally to major grants and publications. Approaches that attract, develop, and retain funded MCF may be associated with dramatic increases in total departmental citations and NIH-funding.

  4. Characteristics of successful and failed mentoring relationships: a qualitative study across two academic health centers.

    Science.gov (United States)

    Straus, Sharon E; Johnson, Mallory O; Marquez, Christine; Feldman, Mitchell D

    2013-01-01

    To explore the mentor-mentee relationship with a focus on determining the characteristics of effective mentors and mentees and understanding the factors influencing successful and failed mentoring relationships. The authors completed a qualitative study through the Departments of Medicine at the University of Toronto Faculty of Medicine and the University of California, San Francisco, School of Medicine between March 2010 and January 2011. They conducted individual, semistructured interviews with faculty members from different career streams and ranks and analyzed transcripts of the interviews, drawing on grounded theory. The authors completed interviews with 54 faculty members and identified a number of themes, including the characteristics of effective mentors and mentees, actions of effective mentors, characteristics of successful and failed mentoring relationships, and tactics for successful mentoring relationships. Successful mentoring relationships were characterized by reciprocity, mutual respect, clear expectations, personal connection, and shared values. Failed mentoring relationships were characterized by poor communication, lack of commitment, personality differences, perceived (or real) competition, conflicts of interest, and the mentor's lack of experience. Successful mentorship is vital to career success and satisfaction for both mentors and mentees. Yet challenges continue to inhibit faculty members from receiving effective mentorship. Given the importance of mentorship on faculty members' careers, future studies must address the association between a failed mentoring relationship and a faculty member's career success, how to assess different approaches to mediating failed mentoring relationships, and how to evaluate strategies for effective mentorship throughout a faculty member's career.

  5. Characteristics of Successful and Failed Mentoring Relationships: A Qualitative Study Across Two Academic Health Centers

    Science.gov (United States)

    Straus, Sharon E.; Johnson, Mallory O.; Marquez, Christine; Feldman, Mitchell D.

    2013-01-01

    Purpose To explore the mentor–mentee relationship with a focus on determining the characteristics of effective mentors and mentees and understanding the factors influencing successful and failed mentoring relationships. Method The authors completed a qualitative study through the Departments of Medicine at the University of Toronto Faculty of Medicine and the University of California, San Francisco, School of Medicine between March 2010 and January 2011. They conducted individual, semistructured interviews with faculty members from different career streams and ranks and analyzed transcripts of the interviews, drawing on grounded theory. Results The authors completed interviews with 54 faculty members and identified a number of themes, including the characteristics of effective mentors and mentees, actions of effective mentors, characteristics of successful and failed mentoring relationships, and tactics for successful mentoring relationships. Successful mentoring relationships were characterized by reciprocity, mutual respect, clear expectations, personal connection, and shared values. Failed mentoring relationships were characterized by poor communication, lack of commitment, personality differences, perceived (or real) competition, conflicts of interest, and the mentor’s lack of experience. Conclusions Successful mentorship is vital to career success and satisfaction for both mentors and mentees. Yet challenges continue to inhibit faculty members from receiving effective mentorship. Given the importance of mentorship on faculty members’ careers, future studies must address the association between a failed mentoring relationship and a faculty member’s career success, how to assess different approaches to mediating failed mentoring relationships, and how to evaluate strategies for effective mentorship throughout a faculty member’s career. PMID:23165266

  6. Emotional and behavioural symptoms, risk behaviours and academic success in Chilean Mapuche and non-Mapuche adolescents.

    Science.gov (United States)

    Martínez-González, Agustín Ernesto; Rodríguez-Jiménez, Tíscar; Piqueras, José Antonio; Vera-Villarroel, Pablo; Torres-Ortega, Jorge

    2018-02-28

    There is controversy over the real existence of differences in mental health and academic performance between the Mapuche ethnic minority male adolescents and the male adolescents not belonging to this ethnicity in Chile. In consequence, the aim of this study was to investigate the differences in emotional and behavioural symptoms, risky behaviours and academic success on the Chilean Mapuche and non-Mapuche adolescents. The sample consisted of 233 adolescents of which 119 were Mapuche adolescents and 114 were non-Mapuche adolescents. The results showed that the Mapuche adolescents do not have more anxiety problems and depression than the non-Mapuche adolescents. Furthermore, the Mapuche adolescents present less drug consumption and behavioural problems. Moreover, there were no differences in academic performance. This study provides social interest data of the adolescents' mental health, which can be useful for the country's socio-sanitary and political decisions. Future studies should investigate these and other variables related to the mental health of minorities in greater depth.

  7. Development of Peer Tutoring Services to Support Osteopathic Medical Students' Academic Success.

    Science.gov (United States)

    Swindle, Nicholas; Wimsatt, Leslie

    2015-11-01

    Peer tutoring can benefit both tutors and tutored students, but information is lacking regarding establishing and measuring outcomes of such a program at new medical schools. To examine the outcomes of a pilot peer tutoring initiative and explore the implications for long-term program development. Fifty-one osteopathic medical students who participated in a pilot peer tutoring program during the 2013-2014 academic year were surveyed regarding satisfaction with the program. Course grade means for the tutors (all courses) and tutored students (specific courses) were analyzed before and after participating in the tutoring experience. Data analyses were performed using frequency distributions, t tests, and qualitative assessment of emergent themes. The survey had a 76% response rate (39 of 51 students). Both tutored students and tutors were satisfied with the tutoring program. Statistically significant changes in course grades for the tutored courses were noted at 3 to 4 and 8 to 9 months among the tutored students who were most at risk for failure (P=.001). Tutor course grades showed no significant changes for any of the courses in which they were enrolled (P=.445). Learning gains were realized by the students at greatest academic risk. Additional research is needed to evaluate long-term outcomes.

  8. Who would become a successful Dean of Faculty of Medicine: academic or clinician or administrator?

    Science.gov (United States)

    Lee, Albert; Hoyle, Eric

    2002-11-01

    It has been a long tradition that the medical school dean is an expert in a specialist field with a well-established reputation in research and clinical services. Medical education is no longer simply disease orientated; it is required to put an emphasis on prevention, the need for better management of the health care system, and the need for a better understanding of the sociopolitical aspects of medical care. The deans of medical schools must appreciate the social role of medical education, and the social contract with the community. Although doctors might have difficulties with leadership because they are trained to work as individuals and to value highly their independence and autonomy, good communication skills are an asset for clinicians in management roles. It does not matter whether the background of the dean is academic, clinical or administrative; the most important thing is to possess the managerial skills to tackle the three-way tension between management, academic leadership and professional leadership. The job should be open to people with a good knowledge of and background in health and fiscal expertise, and also a high degree of management, diplomatic and interpersonal skills. Those skills should also be emphasized in the medical curriculum.

  9. STEM Education-An Exploration of Its Impact on Female Academic Success in High School

    Science.gov (United States)

    Ybarra, Michael E.

    The 21st century presents many new career opportunities and choices for women today. However, over the past decade, there has been a growing concern that there will not be enough students trained in Science, Technology, Engineering, and Math (STEM) to fill jobs in the United States. Current research reveals that there will be a need for highly skilled workers in the STEM industries, along with the opportunities to earn higher wages. With these opportunities ahead, it is paramount that secondary schools prepare not only their male students, but also their female students for these lucrative STEM careers. The purpose of this study was to investigate to what degree female high school students enrolled in a STEM academy, and who may play sports, experience academic differences in college preparatory math and science courses, and in the math and science portions of the California Standards Test. Academic differences shall be defined as differences in grade point averages. A comparison will be made of female students who take similar classes and play sports, but who are not enrolled in a STEM academy program. This comparison will then incorporate a quantitative non-experimental research design, along with a chi-square test.

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

    Science.gov (United States)

    Lopez, Carlos

    There is soon-to-be a shortage of qualified U.S. workers in science, technology, engineering, and mathematics (STEM). As a result, many science-related jobs are being filled by technically-skilled foreign workers. If the U.S wants to maintain its global economic leadership, then it must ensure a continuous growth of highly-trained individuals in STEM disciplines. Therefore, American institutions of higher education, including community colleges, must identify potential factors that contribute to the lack of interest in STEM majors, as well as the low rate of success of students who enter STEM majors but struggle to finish their degrees. The purpose of this study was to ascertain the perceptions of community college transfer students who are pursuing bachelor degrees in STEM majors at Iowa State University (ISU). What were their transfer experiences and what influenced their academic success in STEM. Participants were encouraged to share their transfer experiences while at the community college as well as their experiences on the ISU campus. They were also asked about their level of academic involvement, their relationships with faculty, and their participation in peer group activities prior to and after transferring. The research design included both quantitative and qualitative components, which provided an in-depth look at the experiences of STEM non-engineering and engineering students. Quantitative data include students' background characteristics, demographic information, and college activities at the community college and ISU. Qualitative data were used to illuminate students' overall transfer experience and their successful journey in STEM fields. The combination of quantitative and qualitative methods allowed a better understanding of the strategies students put into practice once they transfer from a community college to a four-year institution in pursuit of a STEM bachelor's degree. The results of this study suggest that there is an association among the

  11. Group Peer Mentoring: An Answer to the Faculty Mentoring Problem? A Successful Program at a Large Academic Department of Medicine.

    Science.gov (United States)

    Pololi, Linda H; Evans, Arthur T

    2015-01-01

    To address a dearth of mentoring and to avoid the pitfalls of dyadic mentoring, the authors implemented and evaluated a novel collaborative group peer mentoring program in a large academic department of medicine. The mentoring program aimed to facilitate faculty in their career planning, and targeted either early-career or midcareer faculty in 5 cohorts over 4 years, from 2010 to 2014. Each cohort of 9-12 faculty participated in a yearlong program with foundations in adult learning, relationship formation, mindfulness, and culture change. Participants convened for an entire day, once a month. Sessions incorporated facilitated stepwise and values-based career planning, skill development, and reflective practice. Early-career faculty participated in an integrated writing program and midcareer faculty in leadership development. Overall attendance of the 51 participants was 96%, and only 3 of 51 faculty who completed the program left the medical school during the 4 years. All faculty completed a written detailed structured academic development plan. Participants experienced an enhanced, inclusive, and appreciative culture; clarified their own career goals, values, strengths and priorities; enhanced their enthusiasm for collaboration; and developed skills. The program results highlight the need for faculty to personally experience the power of forming deep relationships with their peers for fostering successful career development and vitality. The outcomes of faculty humanity, vitality, professionalism, relationships, appreciation of diversity, and creativity are essential to the multiple missions of academic medicine. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  12. The Importance of Interaction for Academic Success in Online Courses with Hearing, Deaf, and Hard-of-Hearing Students

    Directory of Open Access Journals (Sweden)

    Gary Long

    2011-10-01

    Full Text Available This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning. The first study compared the academic achievement of students in the online and face-to-face (F2F sections of multiple courses. In the second study, an online survey was used to obtain student perceptions of course satisfaction, learning, and communication. These factors were then related, using binary logistic regression analysis, to the amount of interaction that occurred in the students’ respective online courses; information from the myCourses course management system was used to quantify the amount of interaction that occurred in online courses. In the final study, both datasets were used to examine the academic achievement of students in online courses based upon the amount of interaction that had actually occurred. Whenever possible, a subgroup of deaf and hard-of-hearing students was included in the study to increase our understanding of the role that communication plays in the teaching-learning process. Our findings indicate that students enrolled in online courses, especially those designed with high levels of online interaction, receive higher grades and report greater learning than students in comparable F2F courses. In addition, online courses appear to provide deaf and hard-of-hearing students with special benefits in terms of academic achievement through online discussion. Overall, the studies illuminate how the quantity of interaction in online discussions relates to important success factors. Students in online courses with more interaction outperformed students in online courses with less interaction.

  13. 'Luck, chance, and happenstance? Perceptions of success and failure amongst fixed-term academic staff in UK higher education'.

    Science.gov (United States)

    Loveday, Vik

    2017-09-07

    What does it mean to attribute success to 'luck', but failure to personal deficiency? In 2015/16, more than 34 per cent of academic employees in UK higher education institutions were employed on temporary contracts, and the sector itself has undergone a substantial transformation in recent years in terms of expansion, measurement, and marketization. Based on two waves of interviews conducted with fixed-term academic employees at different career stages, the article explores the narrativization of success and failure amongst staff working at the 'sharp end' of the so-called neoliberal academy. Arguing that precarious employment situations precipitate the feeling of being 'out of control', the majority of the participants' narratives were characterized by a distinct lack of agency. The paper explores the recourse to notions of chance and the consolidation of 'luck' as an explanatory factor in accounting for why good things happen; however, in tandem with this inclination is the tendency to individualize failure when expectations have been thwarted. While accounts of fixed-term work are suffused with notions of chance and fortune, 'luck' remains an under-researched concept within sociology. The article thus concludes by considering what the analysis of 'luck' might offer for a fuller, politicized understanding of processes at work in the contemporary academy. © London School of Economics and Political Science 2017.

  14. Optimism, self-efficiency and self-concept: Why some students expect greater academic success than others?

    Directory of Open Access Journals (Sweden)

    Sabina Bele

    2009-07-01

    Full Text Available The purpose of our research was to examine the relation between academic success and constructs: optimism, self-efficiency, and self-concept. We also wanted to examine how this relation reflects in previous and future marks of fourth-grade highschool students. We predicted that students with higher academic success in specific fields will also have higher specific self-concept, which reflects characteristic competence. We also predicted that more optimistic, more self-efficient students and students with higher self-concept will set up higher future goals, because they see desired goals as attainable and are persistent in reaching their goals. One-hundred students filled in the Self-Description Questionnire III (SDQIII, the Life Orientation Test-Revised (LOT-R, the Generalized Self-Efficacy Scale (GSE, and stated marks of their previous grade, present marks (Slovenian language, mathematics, and foreign language and anticipated marks at graduation. The results confirmed our expectations: Students with higher marks on different subjects in previous grade also had higher specific self-concept, and more optimistic and self-efficient students with higher self-concept set up higher future goals.

  15. When small words foretell academic success: the case of college admissions essays.

    Science.gov (United States)

    Pennebaker, James W; Chung, Cindy K; Frazee, Joey; Lavergne, Gary M; Beaver, David I

    2014-01-01

    The smallest and most commonly used words in English are pronouns, articles, and other function words. Almost invisible to the reader or writer, function words can reveal ways people think and approach topics. A computerized text analysis of over 50,000 college admissions essays from more than 25,000 entering students found a coherent dimension of language use based on eight standard function word categories. The dimension, which reflected the degree students used categorical versus dynamic language, was analyzed to track college grades over students' four years of college. Higher grades were associated with greater article and preposition use, indicating categorical language (i.e., references to complexly organized objects and concepts). Lower grades were associated with greater use of auxiliary verbs, pronouns, adverbs, conjunctions, and negations, indicating more dynamic language (i.e., personal narratives). The links between the categorical-dynamic index (CDI) and academic performance hint at the cognitive styles rewarded by higher education institutions.

  16. When small words foretell academic success: the case of college admissions essays.

    Directory of Open Access Journals (Sweden)

    James W Pennebaker

    Full Text Available The smallest and most commonly used words in English are pronouns, articles, and other function words. Almost invisible to the reader or writer, function words can reveal ways people think and approach topics. A computerized text analysis of over 50,000 college admissions essays from more than 25,000 entering students found a coherent dimension of language use based on eight standard function word categories. The dimension, which reflected the degree students used categorical versus dynamic language, was analyzed to track college grades over students' four years of college. Higher grades were associated with greater article and preposition use, indicating categorical language (i.e., references to complexly organized objects and concepts. Lower grades were associated with greater use of auxiliary verbs, pronouns, adverbs, conjunctions, and negations, indicating more dynamic language (i.e., personal narratives. The links between the categorical-dynamic index (CDI and academic performance hint at the cognitive styles rewarded by higher education institutions.

  17. When Small Words Foretell Academic Success: The Case of College Admissions Essays

    Science.gov (United States)

    Pennebaker, James W.; Chung, Cindy K.; Frazee, Joey; Lavergne, Gary M.; Beaver, David I.

    2014-01-01

    The smallest and most commonly used words in English are pronouns, articles, and other function words. Almost invisible to the reader or writer, function words can reveal ways people think and approach topics. A computerized text analysis of over 50,000 college admissions essays from more than 25,000 entering students found a coherent dimension of language use based on eight standard function word categories. The dimension, which reflected the degree students used categorical versus dynamic language, was analyzed to track college grades over students' four years of college. Higher grades were associated with greater article and preposition use, indicating categorical language (i.e., references to complexly organized objects and concepts). Lower grades were associated with greater use of auxiliary verbs, pronouns, adverbs, conjunctions, and negations, indicating more dynamic language (i.e., personal narratives). The links between the categorical-dynamic index (CDI) and academic performance hint at the cognitive styles rewarded by higher education institutions. PMID:25551217

  18. Principals' Instructional Leadership within a Teacher Performance Appraisal System: Enhancing Students' Academic Success

    Science.gov (United States)

    Ovando, Martha N.; Ramirez, Alfredo, Jr.

    2007-01-01

    The purpose of this study was to identify principals' instructional leadership actions within a comprehensive teacher evaluation system in successful schools rated as recognized or exemplary by the accountability measures in place. The study followed a multiple case study approach. Participants included six school administrators within the same…

  19. Self-Monitoring Tools and Student Academic Success: When Perception Matches Reality

    Science.gov (United States)

    Bercher, Debra A.

    2012-01-01

    Accurate self-monitoring of one's mastery of material is a necessary skill for student success. Without this skill students lack the awareness of when to prolong or terminate their studying for an exam, or when to modify their study strategies. Inaccurate self-monitoring can lead to false assessment of mastery, premature termination of study,…

  20. Gender, Family Negotiations and Academic Success of Young Moroccan Women in Spain

    Science.gov (United States)

    Tarrés, Marta Bertran; Ponferrada-Arteaga, Maribel; Rovira, Jordi Pàmies

    2016-01-01

    This article examines the lives of pioneering young women from Morocco, the first to enjoy educational and social success in Catalonia, by analyzing the family negotiations entered into during this process. The study is based on the life stories of these young Moroccan women and on ideas that emerge from discussion groups involving the women…

  1. How do veterinary students' motivation and study practices relate to academic success?

    Science.gov (United States)

    Mikkonen, Johanna; Ruohoniemi, Mirja

    2011-01-01

    The aim of the present study was to explore the factors associated with veterinary students' study success. All veterinary students who began their studies at the University of Helsinki in 2005 participated in this qualitative longitudinal study (N=52). The data consisted of assignments that the students completed at the beginning of their studies and again after three years of studying. The focus was on differences in motivation and study practices as well as possible changes in these over the three-year period. The students were divided into three groups according to their study success (grade point average and study progress). These groups were compared according to group-level differences in the categorized data. The most successful students already described themselves using more positive words than other students at the beginning of their veterinary studies. In addition, they seemed more adaptive in relation to the study's demands. However, there were drops in both the most and least successful students' motivation during their studies. The findings suggest that it is possible to predict forthcoming study problems by analyzing students' study practices and their own descriptions of themselves as learners. In addition, the results show that veterinary students' high motivation cannot be taken for granted. The comparative and longitudinal perspective of the present study can be useful in the development of curricula and in student support.

  2. Factors influencing academic success or failure of first-year and ...

    African Journals Online (AJOL)

    Erna Kinsey

    countries, such as Australia and the USA, where there is strong com- petition for university entrance. There is some research support for this practice (e.g. McKenzie & Schweitzer, 2001) but, in general, the ability of these techniques to predict student success has been quite limited (Riggs & Riggs, 1990-91; Graham, 1991).

  3. Short-term, informal, and low-stakes scientific laboratory and field experiences improve STEM student retention and academic success

    Science.gov (United States)

    Hintz, C.; Pride, C. J.; Cox, T.

    2017-12-01

    Formal internship experiences strongly improve student success in the STEM fields. Classical programs like NSF's Research Experiences for Undergraduates are highly successful for traditional and non-traditional students. Moreover when early undergraduate and at-risk (e.g., low income, academically-challenged) students engage in these experiences, their career paths are re-enforced or changed, academic progress and retention improves, and they are encouraged to continue into graduate school. Students build connections to their course-based learning and experience the life of a working scientist. However, NSF formal experiences are relatively expensive to provide (>5000 per student per experience) and are available to fewer than 5% of geoscience majors each year. Although other funded formal internship opportunities exist, they are likely available to no more than 10% of total enrolled geoscience students. These high-quality programs cannot impact enough early undergraduate students to encourage their remaining in science and improve the current overall retention and graduation rates in the US. Savannah State University faculty successfully completed multiple grants funding low-stakes undergraduate field-science experiences. These short-term (semester to year), part-time (5-10h/week) experiences provide similar classroom-to-real-world science connections, offer students direct laboratory and field experiences, build skill sets, and provide a small source of revenue assisting financially-challenged students to stay on campus rather than seeking off-campus employment. For a much lower investment in time and grant resources (500-1500 per student per experience), participant graduation rates exceeded 80%, well above the university 27-34% graduation rate during the same time period. Relatively small infusions of research dollars targeting undergraduate experiences in the field and laboratory could significantly impact long-term student outcomes in STEM disciplines. These

  4. Determining the Differences Between Academic Success and Perception Levels of Conservatory Students

    Directory of Open Access Journals (Sweden)

    Serkan OTACIOĞLU

    2016-07-01

    Full Text Available This research was studied about professionals in the field of music education students, with musical perception levels and some variable to reveal the differences that occur in this dimension. 50 students from Mimar Sinan University State Conservatory, 39 students from İstanbul University State Conservatory and 38 students from Karadeniz Technique University State Conservatory (N=127. Conservatory students, who are the students of the 2nd, 3 rd and 4th class in 2014-2015 academic year, have been participated which is a field research done by survey method.In this survey, two basic data collection tools were used. First data collection tool is “Student Information Form” which is aimed to obtain individual knowledge, second data collection tool is “Musical Perception Inventory” developed by G.Otacıoğlu and Aslan in 2007 to measure musical perception skills of students. Statistical analysis techniques were used to demonstrate the differences between the variables in the study. As a result of the study, there were statistically significant differences between demographic variables and the scores of musical perception

  5. Experience Corps: A dual trial to promote the health of older adults and children's academic success

    Science.gov (United States)

    Fried, Linda P.; Carlson, Michelle C.; McGill, Sylvia; Seeman, Teresa; Xue, Qian-Li; Frick, Kevin; Tan, Erwin; Tanner, Elizabeth K.; Barron, Jeremy; Frangakis, Constantine; Piferi, Rachel; Martinez, Iveris; Gruenewald, Tara; Martin, Barbara K.; Berry-Vaughn, Laprisha; Stewart, John; Dickersin, Kay; Willging, Paul R.; Rebok, George W.

    2014-01-01

    Background As the population ages, older adults are seeking meaningful, and impactful, post-retirement roles. As a society, improving the health of people throughout longer lives is a major public health goal. This paper presents the design and rationale for an effectiveness trial of Experience Corps™, an intervention created to address both these needs. This trial evaluates (1) whether senior volunteer roles within Experience Corps™ beneficially impact children's academic achievement and classroom behavior in public elementary schools and (2) impact on the health of volunteers. Methods Dual evaluations of (1) an intention-to-treat trial randomizing eligible adults 60 and older to volunteer service in Experience Corps™, or to a control arm of usual volunteering opportunities, and (2) a comparison of eligible public elementary schools receiving Experience Corps™ to matched, eligible control schools in a 1:1 control:intervention school ratio. Outcomes For older adults, the primary outcome is decreased disability in mobility and Instrumental Activities of Daily Living (IADL). Secondary outcomes are decreased frailty, falls, and memory loss; slowed loss of strength, balance, walking speed, cortical plasticity, and executive function; objective performance of IADLs; and increased social and psychological engagement. For children, primary outcomes are improved reading achievement and classroom behavior in Kindergarten through the 3rd grade; secondary outcomes are improvements in school climate, teacher morale and retention, and teacher perceptions of older adults. Summary This trial incorporates principles and practices of community-based participatory research and evaluates the dual benefit of a single intervention, versus usual opportunities, for two generations: older adults and children. PMID:23680986

  6. Elimination of waste: creation of a successful Lean colonoscopy program at an academic medical center.

    Science.gov (United States)

    Damle, Aneel; Andrew, Nathan; Kaur, Shubjeet; Orquiola, Alan; Alavi, Karim; Steele, Scott R; Maykel, Justin

    2016-07-01

    Lean processes involve streamlining methods and maximizing efficiency. Well established in the manufacturing industry, they are increasingly being applied to health care. The objective of this study was to determine feasibility and effectiveness of applying Lean principles to an academic medical center colonoscopy unit. Lean process improvement involved training endoscopy personnel, observing patients, mapping the value stream, analyzing patient flow, designing and implementing new processes, and finally re-observing the process. Our primary endpoint was total colonoscopy time (minutes from check-in to discharge) with secondary endpoints of individual segment times and unit colonoscopy capacity. A total of 217 patients were included (November 2013-May 2014), with 107 pre-Lean and 110 post-Lean intervention. Pre-Lean total colonoscopy time was 134 min. After implementation of the Lean process, mean colonoscopy time decreased by 10 % to 121 min (p = 0.01). The three steps of the process affected by the Lean intervention (time to achieve adequate sedation, time to recovery, and time to discharge) decreased from 3.7 to 2.4 min (p Lean patient satisfaction surveys demonstrated an average score of 4.5/5.0 (n = 73) regarding waiting time, 4.9/5.0 (n = 60) regarding how favorably this experienced compared to prior colonoscopy experiences, and 4.9/5.0 (n = 74) regarding professionalism of staff. One hundred percentage of respondents (n = 69) stated they would recommend our institution to a friend for colonoscopy. With no additional utilization of resources, a single Lean process improvement cycle increased productivity and capacity of our colonoscopy unit. We expect this to result in increased patient access and revenue while maintaining patient satisfaction. We believe these results are widely generalizable to other colonoscopy units as well as other process-based interventions in health care.

  7. Lessons in Success: A Multi-Campus Study of Factors Influencing Academic Accomplishment among High-Achieving African American Students at Private Liberal Arts Colleges

    Science.gov (United States)

    Johnson, Ryan A.

    2013-01-01

    The purpose of this study was to explore the academic experiences of highly successful African-American male graduates of small, private liberal arts colleges using a qualitative approach. Fourteen highly successful alumni from selective, private colleges were purposefully selected for the study, including seven African-American males and seven…

  8. Supporting Geoscience Students at Two-Year Colleges: Career Preparation and Academic Success

    Science.gov (United States)

    McDaris, J. R.; Kirk, K. B.; Layou, K.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.; Hodder, J.

    2013-12-01

    Two-year colleges play an important role in developing a competent and creative geoscience workforce, teaching science to pre-service K-12 teachers, producing earth-science literate citizens, and providing a foundation for broadening participation in the geosciences. The Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project has developed web resources for geoscience faculty on the preparation and support of students in two-year colleges (2YCs). Online resources developed from two topical workshops and several national, regional, and local workshops around the country focus on two main categories: Career Preparation and Workforce Development, and Supporting Student Success in Geoscience at Two-year Colleges. The Career Preparation and Workforce Development resources were developed to help faculty make the case that careers in the geosciences provide a range of possibilities for students and to support preparation for the geoscience workforce and for transfer to four-year programs as geoscience majors. Many two-year college students are unaware of geoscience career opportunities and these materials help illuminate possible futures for them. Resources include an overview of what geoscientists do; profiles of possible careers along with the preparation necessary to qualify for them; geoscience employer perspectives about jobs and the knowledge, skills, abilities and attitudes they are looking for in their employees; employment trends in sectors of the economy that employ geoscience professionals; examples of geotechnician workforce programs (e.g. Advanced Technological Education Centers, environmental technology programs, marine technician programs); and career resources available from professional societies. The website also provides information to support student recruitment into the geosciences and facilitate student transfer to geoscience programs at four- year colleges and universities, including sections on advising support before

  9. Practice and quality improvement: successful implementation of TeamSTEPPS tools into an academic interventional ultrasound practice.

    Science.gov (United States)

    Gupta, Rajan T; Sexton, J Bryan; Milne, Judy; Frush, Donald P

    2015-01-01

    The goal of this study was to implement an evidence-based teamwork system to improve communication and teamwork skills among health care professionals (TeamSTEPPS) into an academic interventional ultrasound program and to assess safety and team-work climate across team members both before and after implementation. Members of a change team (including master trainers) selected specific tools available within TeamSTEPPS to implement into an academic interventional ultrasound service. Tools selected were based on preimplementation survey data obtained from team members (n = 64: 11 attending faculty physicians, 12 clinical abdominal imaging fellows or residents, 17 sonographers, 19 nurses, and five technologist aides or administrative personnel). The survey included teamwork climate and safety climate domains from the Safety Attitudes Questionnaire. Four months after implementation, respondents were resurveyed and post-implementation data were collected. Teamwork climate scores improved from a mean of 67.9 (SD, 12.8) before implementation to a mean of 87.8 (SD, 14.1) after implementation (t = -7.6; p ultrasound practice. The most notable improvements were seen in communication among team members and role clarification. We think that this model, which has been successfully implemented in many nonradiologic areas in medical care, is also applicable in imaging practice.

  10. Skills for social and academic success: a school-based intervention for social anxiety disorder in adolescents.

    Science.gov (United States)

    Fisher, Paige H; Masia-Warner, Carrie; Klein, Rachel G

    2004-12-01

    This paper describes Skills for Academic and Social Success (SASS), a cognitive-behavioral, school-based intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based interventions into schools, such as SASS, is provided. The SASS program consists of 12, 40-min group sessions that emphasize social skills and in-vivo exposure. In addition to group sessions, students are seen individually at least twice and participate in 4 weekend social events with prosocial peers from their high schools. Meetings with teachers provide information about social anxiety and facilitate classroom exposures for socially anxious participants. Parents attend 2 psychoeducational meetings about social anxiety, its treatment, and approaches for managing their child's anxiety. Initial findings regarding the program's effectiveness are presented. We conclude by discussing the challenges involved in implementing treatment protocols in schools and provide suggestions to address these issues.

  11. Emotional Intelligence as a Predictor of Academic and/or Professional Success

    Science.gov (United States)

    Cain, Jeff; Smith, Kelly M.

    2006-01-01

    The concept of “emotional intelligence” has been extensively popularized in the lay press and corporate world as individuals purport the potential ability of emotional intelligence to predict various markers of success. Emotional intelligence (EI) most commonly incorporates concepts of emotional expression and regulation, self-awareness, and empathy. The concept has been criticized by some for its loose definition and parallels to personality traits. Additionally, several limitations to the instruments used to measure emotional intelligence have been identified. This review examines the foundations of the definitions of emotional intelligence as well as existing educational research involving emotional intelligence, both within the health professions and externally. Recommendations for future research and research potential are discussed. PMID:17136189

  12. Do scores on three commonly used measures of critical thinking correlate with academic success of health professions trainees? A systematic review and meta-analysis.

    Science.gov (United States)

    Ross, David; Loeffler, Kim; Schipper, Shirley; Vandermeer, Ben; Allan, G Michael

    2013-05-01

    To determine whether the three commonly used measures of critical thinking correlate with academic success of medical professionals in training. The search for English-language articles (from 1980 to 2011) used Medline, Embase, Scopus, Cochrane Library on Ovid, Proquest Dissertations, Health and Psychosocial Instruments, PsychINFO, and references of included articles. Studies comparing critical thinking with academic success among medical professionals were included. Two authors performed study selection independently, with disagreement resolved by consensus. Two authors independently abstracted data on study characteristics, quality, and outcomes, with disagreement resolved by a third author. Critical thinking tests studied were the California Critical Thinking Skills Test (CCTST), California Critical Thinking Disposition Inventory (CCTDI), and Watson-Glaser Critical Thinking Appraisal. Correlation coefficients were pooled in meta-analysis. The search identified 557 studies: 52 met inclusion for systematic review, 41 of which were meta-analyzed. Critical thinking was positively correlated with academic success, r=0.31 (95% confidence intervals [CI] 0.26, 0.35), with a moderate statistical heterogeneity (I=67%). In subgroup analysis, only student type had statistical significance for correlation, although bias was likely due to low numbers for some student types. In direct comparison, using studies that employed two critical thinking tests, the CCTDI (r=0.23, 95% CI 0.15, 0.30) was significantly inferior (PCritical thinking was moderately correlated with academic success of medical professionals in training. The CCTDI was inferior to the CCTST in correlating with academic success.

  13. Family sucession in rural properties: A study of the succession situation among academics of UFFS Agronomy Course Erechim and their parents

    OpenAIRE

    S. Paula; A. B. Moreira,; D. A. Mota

    2017-01-01

    Among the numerous studies dealing with the issue of family succession, the majority cities the succession process as a key issue in social reproduction and perpetuation of family farms. Thus, the study aimed to identify the actual situation among academics of UFFS Agronomy Course and their parents when the topic family succession is placed in focus. The methodology used was the application of a structured survey prepared in order to answer the doubts. The survey was designed in online way be...

  14. Learning medical English: A prerequisite for successful academic and professional education

    Directory of Open Access Journals (Sweden)

    Milosavljević Nataša

    2015-01-01

    Full Text Available The aim of this paper is to present specificities of the English language teaching necessary for successful education and professional training of medical students. In contemporary globalized world the English language has become the basic language of communication in all scientific fields including the field of medical science. It is well established that Medical English teaching should primarily focus on stable linguistic competence in English that is created by means of content and context based curriculum, thus preparing students for active use of English upon graduation. In order to achieve this it is very important that English language teaching be based on specific real situations in which the language is to be used. In addition, students should be encouraged to adapt practical skills applicable in specific future professional setting. Medical English teaching represents constant challenge for teachers because they need to be flexible, open to new approaches and methods, make decisions and adapt themselves to constant changes. In addition, long-term learning is at the core of higher education, and being equal partners, both students and teachers should be aware that education is a two-way process.

  15. The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model: An Integrated Model for Medical Student Success.

    Science.gov (United States)

    Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

    2017-11-01

    Not all students cope successfully with the demands of medical school, and students' struggles may result in study delay or dropout. To prevent these outcomes, medical schools need to identify students who are experiencing academic difficul ties and provide them with timely interventions through access to support programs. Although the importance of early identification and intervention is well recognized, less is known about successful strategies for identifying and supporting struggling students.Building on the literature and their own empirical findings, the authors propose an integrated, school-wide model for medical student success comprising a continuum of academic and behavioral support. This Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) model focuses on improving both academic and behavioral outcomes by offering support for students at four levels, which range from adequate instruction for all, to targeted small-group interventions, to individualized support, and also include exit support for students who might be better off in another degree program. Additionally, medical schools should provide both academic and behavioral support; set high, yet realistic expectations and clearly communicate these to students; and intervene early, which requires timely identification of at-risk students who would benefit from the different types and tiers of support. Finally, interventions should be evidence based and fit the needs of the identified groups of students. The authors argue that adopting the core principles of the 4T-CABS model will enable medical schools to maximize academic engagement and performance for all students.

  16. Relationships of Personality, Affect, Emotional Intelligence and Coping with Student Stress and Academic Success: Different Patterns of Association for Stress and Success

    Science.gov (United States)

    Saklofske, Donald H.; Austin, Elizabeth J.; Mastoras, Sarah M.; Beaton, Laura; Osborne, Shona E.

    2012-01-01

    The associations of personality, affect, trait emotional intelligence (EI) and coping style measured at the start of the academic year with later academic performance were examined in a group of undergraduate students at the University of Edinburgh. The associations of the dispositional and affect measures with concurrent stress and life…

  17. Identification of at-risk students and strategies to improve academic success in first year health programs. A Practice Report

    Directory of Open Access Journals (Sweden)

    Andrew Gerard Pearson

    2013-04-01

    Full Text Available The transition to university is a difficult process for many students, having a negative impact on their academic performance, ultimately resulting in failure or withdrawal from one or more courses in their first semester. This practice report describes a profile analysis and readiness assessment designed to identify students at high academic risk. Students so identified were offered additional workshops to address assumed knowledge and academic skills. Attendance at the workshops correlated with improved academic outcomes.

  18. The trials, tribulations, and relative success of the ongoing clinical merger of two large academic hospital systems.

    Science.gov (United States)

    Cohen, J R; Dowling, M; Gallagher, J S

    2001-07-01

    The North Shore Health System and the Long Island Jewish Medical Center merged in 1997 and now form the third largest not-for-profit academic health care system in the United States. The authors analyze the specific factors responsible for the relative success of the clinical merger, review their merger's initial failures and how they crafted a more pragmatic and appropriate set of guiding principles to continue the merger, and discuss the future of their institution's clinical integration strategy. In 2000, clinical integration of the 19 clinical departments at the two merged institutions was surveyed across five broad areas: conferences, residency programs, common faculty and support staff, finances, and research. Extents of clinical integration ranged from 20% to 72%. Six departments had more than 50% clinical integration, and overall clinical integration was 42%. Not surprisingly, clinical integration had occurred most frequently with conferences (50%) and least with finances (25%). The single-chairperson model for department leadership has been most successful in achieving significant clinical integration of the formerly separate departments. The relative success of the clinical merger has been guided by the principle that no clinical service should be integrated simply for the sake of merging, but rather that integration should be encouraged where and when it makes sense to achieve specific program goals. In addition, the merger would not have proceeded without constant communication among the leadership and staff, flexibility in building leadership models, patience in having events progress over a time course that developed trust among the senior leaders, and the presence of a senior executive structure whose authority to make decisions is accepted. The most important factor for achieving a reasonable level of clinical integration is the ability of the clinical leaders to collaborate and lead the change process.

  19. A Cohort-based Learning Community Enhances Academic Success and Satisfaction with University Experience for First-Year Students

    Directory of Open Access Journals (Sweden)

    Corey A. Goldman

    2012-12-01

    Full Text Available Assessment of a successful cohort-based learning communities program for first-year undergraduate students shows that students in the program perform better academically and also report a higher level of satisfaction with their university experience than students who are not in the program. Students enrolled in arts and science at the University of Toronto, who take several large-enrolment courses in their first year, may optionally participate in the First-Year Learning Communities (FLC program, designed to assist with the academic and social transition from high school to university. In this Freshman Interest Group model of learning community, the curriculum across the clustered courses is not linked. The FLC program was assessed over a five-year period, using student academic records and self-reported survey data. This paper also provides details on program design and implementation.L’évaluation d’un programme de communautés d’apprentissage fondées sur les cohortes pour les étudiants de première année du premier cycle qui a obtenu du succès montre que ceux qui sont inscrits à ce programme ont de meilleurs résultats scolaires et sont plus satisfaits de leur expérience universitaire que les autres. Les étudiants inscrits en arts et sciences à l’Université de Toronto, qui suivent plusieurs cours de première année où il y a de nombreux inscrits, peuvent participer au programme de communautés d’apprentissage la première année (CAPA qui vise à les aider à effectuer la transition entre l’école secondaire et l’université sur le plan scolaire et social. Dans ce modèle de communautés d’apprentissage destiné au groupe d’intérêts particuliers des étudiants de première année, il n’y a pas de lien entre les programmes d’études des participants. Les chercheurs ont évalué le programme pendant cinq ans à partir des dossiers scolaires des étudiants et des données d’un sondage réalisé auprès d

  20. Importance of First and Second Authorship in Assessing Citation-Based Scholarly Activity of US Radiation Oncology Residents and Subsequent Choice of Academic Versus Private Practice Career.

    Science.gov (United States)

    McClelland, Shearwood; Mitin, Timur; Jagsi, Reshma; Thomas, Charles R; Jaboin, Jerry J

    2018-06-20

    The Hirsch index (h-index) has been shown to correlate with radiation oncology residents' having a first job in academics versus private practice, but it is limited by its inability to distinguish between the differing significance of coauthor roles in articles. A list of 2016 radiation oncology resident graduates and their postresidency career choices was compiled. The Scopus bibliometric citation database was then searched to collect h-index data for articles limited to first author only (h f ) and first or second-author only (h s ) for each resident. Mean h f was 2.06 for all resident graduates, and mean h s was 2.77. Residents with PhDs had significantly higher h f (3.11 versus 1.76, P gender. Only 10% of graduates without any first- and/or second-author articles cited at least once secured academic jobs. These findings indicate that stratifying publications by first or second authorship when developing benchmarks for evaluating resident productivity and postresidency career type may be useful. Copyright © 2018 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  1. MS PHD'S: Bridging the Gap of Academic and Career Success Through Educational and Professional Development for Minorities

    Science.gov (United States)

    Brown, D.; Vargas, W.; Padilla, E.; Strickland, J.; Echols, E.; Johnson, A.; Williamson Whitney, V.; Ithier-Guzman, W.; Ricciardi, L.; Johnson, A.; Braxton, L.

    2011-12-01

    Historically, there has been a lack of ethnic and gender diversity in the geo-sciences. The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) Professional Development Program provides a bridge to young scientists of diverse backgrounds who in turn will impact many. In a process of 3 phases, the program introduces the students to the scientific community through participation in professional and society meetings and networking with scientists and personnel within federal agencies, academic institutions and STEM-based industries. The program builds confidence, offers role models for professional development and provides students support during their education. Upon completion, students achieve a high level of self-actualization and self-esteem combined with individual growth. They become part of a community that continuously provides support and security to each other. This support is tangible through the mentor/mentee relationships which will help with individual growth throughout the mentoring cycle. Having role models and familiar faces to whom mentees can relate to will encourage our students to succeed in the STEM's field. To date, 159 students have participated in the program: 26 have successfully completed their PhD and 56 are currently enrolled in the PhD programs nationwide. The MS PHD'S Program creates a forum of diverse peoples by diverse peoples with diverse interest and strength, where the ongoing goal is to continually raise the bar for each individual. MS PHD'S establishes a nurturing goal-oriented environment for the geo scientist of the future who in turn will make profound contributions on a local, national and global scale. To conclude, MSPHD'S not only bridges the gap of unrepresented minorities in STEM careers, but also generates educational approaches to make the earth system sciences available to more, impacting all.

  2. Forging successful academic-community partnerships with community health centers: the California statewide Area Health Education Center (AHEC) experience.

    Science.gov (United States)

    Fowkes, Virginia; Blossom, H John; Mitchell, Brenda; Herrera-Mata, Lydia

    2014-01-01

    Increased access to insurance under the Affordable Care Act will increase demands for clinical services in community health centers (CHCs). CHCs also have an increasingly important educational role to train clinicians who will remain to practice in community clinics. CHCs and Area Health Education Centers (AHECs) are logical partners to prepare the health workforce for the future. Both are sponsored by the Health Resources and Services Administration, and they share a mission to improve quality of care in medically underserved communities. AHECs emphasize the educational side of the mission, and CHCs the service side. Building stronger partnerships between them can facilitate a balance between education and service needs.From 2004 to 2011, the California Statewide AHEC program and its 12 community AHECs (centers) reorganized to align training with CHC workforce priorities. Eight centers merged into CHC consortia; others established close partnerships with CHCs in their respective regions. The authors discuss issues considered and approaches taken to make these changes. Collaborative innovative processes with program leadership, staff, and center directors revised the program mission, developed common training objectives with an evaluation plan, and defined organizational, functional, and impact characteristics for successful AHECs in California. During this planning, centers gained confidence as educational arms for the safety net and began collaborations with statewide programs as well as among themselves. The AHEC reorganization and the processes used to develop, strengthen, and identify standards for centers forged the development of new partnerships and established academic-community trust in planning and implementing programs with CHCs.

  3. The Impact of Using Mobile-Supported Learning Management Systems in Teaching Web Design on the Academic Success of Students and Their Opinions on the Course

    Science.gov (United States)

    Tezer, Murat; Çimsir, Burcu Turan

    2018-01-01

    This research aimed to examine the impact of using mobile-supported learning management systems (LMS) in teaching web design on the academic success of students and their opinion on the course; and it was conducted on 70 volunteer students (35 experimental, 35 control) enrolled at Giresun University, Technical Sciences Vocational School, Computer…

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

    NARCIS (Netherlands)

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

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

  5. 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…

  6. A Comparison of Perceptions of Barriers to Academic Success among High-Ability Students from High- and Low-Income Groups: Exposing Poverty of a Different Kind

    Science.gov (United States)

    Cross, Jennifer Riedl; Frazier, Andrea Dawn; Kim, Mihyeon; Cross, Tracy L.

    2018-01-01

    In 14 focus group interviews, sixth- to eighth-grade high-ability students from high- (n = 36) and low-income (n = 45) families were asked to describe the barriers they perceived to their academic success. Three themes were identified through the qualitative analysis: "Constraining Environments, Integration versus Isolation," and…

  7. The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model : An Integrated Model for Medical Student Success

    NARCIS (Netherlands)

    Stegers-Jager, Karen M.; Cohen-Schotanus, Janke; Themmen, Axel P. N.

    2017-01-01

    Not all students cope successfully with the demands of medical school, and students' struggles may result in study delay or dropout. To prevent these outcomes, medical schools need to identify students who are experiencing academic difficulties and provide them with timely interventions through

  8. Early Predictors of First-Year Academic Success at University: Pre-University Effort, Pre-University Self-Efficacy, and Pre-University Reasons for Attending University

    Science.gov (United States)

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

    2017-01-01

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

  9. Investigating University Students' Attitudes towards Physics Lesson, Their Self-Efficacy Beliefs and Burnout Levels for the Prediction of Their Academic Success in Physics Lessons

    Science.gov (United States)

    Capri, Burhan

    2013-01-01

    The purpose of this study is to find out whether university students' attitudes towards physics lesson, their self-efficacy beliefs and burnout levels predict their academic success in physics lessons. The research group consists of 641 university students of which 307 are girls (47.1%) and 334 boys (52.9%). The research data were collected using…

  10. A Religious Experience? Personal, Parental, and Peer Religiosity and the Academic Success of Sexual-Minority Youth Using Nationally Representative Samples

    Science.gov (United States)

    Gottfried, Michael A.; Polikoff, Morgan S.

    2012-01-01

    Using nationally representative transcript data, this study is the first to include a discussion of religiosity in the context of sexual-minority students' academic achievement. This study examines the issue in three capacities: first, by comparing school success of sexual-minority youth to a non-sexual-minority reference group; second, by…

  11. The Relationship between the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) Scores and Academic Success of International Master's Students

    Science.gov (United States)

    Arcuino, Cathy Lee T.

    2013-01-01

    The purpose of this study was to examine if the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) are related to academic success defined by final cumulative grade point average (GPA). The data sample, from three Midwestern universities, was comprised of international graduate students who…

  12. The Effect of Academic Controversy Technique on Turkish Teachers Candidates' Success to Effective Speaking Skills and Its Relation with Some Variables (Gender, Multilingualism)

    Science.gov (United States)

    Karda, Mehmet Nuri

    2015-01-01

    The aim of this study is to determine the effect of Academic controversy as a technique of collaborative learning on Turkish Teachers candidates' success to effective speaking skills and its relationship with variables like gender and multilingualism. Therefore the experimental design based on the pre-test and post-test measurement with control…

  13. An Investigation into the Academic Success of Prospective Teachers in Terms of Learning Strategies, Learning Styles and the Locus of Control

    Science.gov (United States)

    Akça, Figen

    2013-01-01

    The present research aims to investigate the relationship between the learning strategies, learning styles, the locus of control and the academic success of prospective teachers. The study group consists of 198 university students in various departments at the Uludag University Faculty of Education. Research data were collected with the Locus of…

  14. School Emphasis on Academic Success: Exploring Changes in Science Performance in Norway between 2007 and 2011 Employing Two-Level SEM

    Science.gov (United States)

    Nilsen, Trude; Gustafsson, Jan-Eric

    2014-01-01

    We study whether changes in school emphasis on academic success (SEAS) and safe schools (SAFE) may explain the increased science performance in Norway between TIMSS 2007 and 2011. Two-level structural equation modelling (SEM) of merged TIMSS data was used to investigate whether changes in levels of SEAS and SAFE mediate the changes in science…

  15. The Relationships between Self-Regulated Learning Skills, Causal Attributions and Academic Success of Trainee Teachers Preparing to Teach Gifted Students

    Science.gov (United States)

    Leana-Tascilar, Marilena Z.

    2016-01-01

    The purpose of this research is to examine the self-regulated learning skills and causal attributions of trainee teachers preparing to teach gifted pupils, and also to study the predictive relationships between these skills and attributions, on one hand, and academic success, on the other hand. The research was conducted on 123 students attending…

  16. Iowa Lakes Community College: Partnerships for Academic and Economic Success in a Rapidly Evolving Wind-Energy Industry

    Science.gov (United States)

    Mohni, Mary; Rogers, Jolene; Zeitz, Al

    2007-01-01

    Iowa Lakes Community College responded to a national need for wind-energy technicians. The Wind-Energy and Turbine Program aligned industry and academic competencies with experiential learning components to foster exploration of additional renewable energy applications. Completers understand both the physical and academic rigor a career in wind…

  17. College Success: First Year Seminar's Effectiveness on Freshmen Academic and Social Integration, Impact on Academic Achievement and Retention at a Southern Institution

    Science.gov (United States)

    Malik, Tarun

    2011-01-01

    Increasing student retention and improving graduation rates continues to remain a critical issue for undergraduate institutions. Previous research suggests that student attrition is predominantly voluntary, and is influenced by institutional characteristics. The importance of academic and social integration as a strategy to reduce attrition is…

  18. Internet Use and Academic Success in University Students = Usos de Internet y éxito académico en estudiantes universitarios

    OpenAIRE

    Torres-Díaz, Juan-Carlos; Duart, Josep M; Gómez-Alvarado, Héctor-F.; Marín-Gutiérrez, Isidro; Segarra-Faggioni, Verónica

    2016-01-01

    The use of technology is changing the way things are done, including the work in universities where the teaching and learning process are changing, and it is required to know the effect of technology on student achievement. In this research work, we present the influence of Internet use on academic success of students from five universities in Ecuador. A random sample of 4,697 people was got up and categorized in two groups: the use of Internet in academic activities and entertainment, using ...

  19. Human platelet lysate successfully promotes proliferation and subsequent chondrogenic differentiation of adipose-derived stem cells: a comparison with articular chondrocytes.

    Science.gov (United States)

    Hildner, F; Eder, M J; Hofer, K; Aberl, J; Redl, H; van Griensven, M; Gabriel, C; Peterbauer-Scherb, A

    2015-07-01

    Fetal calf serum (FCS) bears a potential risk for carrying diseases and eliciting immune reactions. Nevertheless, it still represents the gold standard as medium supplement in cell culture. In the present study, human platelet lysate (PL) was tested as an alternative to FCS for the expansion and subsequent chondrogenic differentiation of human adipose-derived stem cells (ASCs). ASCs were expanded with 10% FCS (group F) or 5% PL (group P). Subsequently, three-dimensional (3D) micromass pellets were created and cultured for 5 weeks in chondrogenic differentiation medium. Additionally, the de- and redifferentiation potential of human articular chondrocytes (HACs) was evaluated and compared to ASCs. Both HACs and ASCs cultured with PL showed strongly enhanced proliferation rates. Redifferentiation of HACs was possible for cells expanded up to 3.3 population doublings (PD). At this stage, PL-expanded HACs demonstrated better redifferentiation potential than FCS-expanded cells. ASCs could also be differentiated following extended passaging. Glycosaminoglycan (GAG) quantification and qRT-PCR of 10 cartilage related markers demonstrated a tendency for increased chondrogenic differentiation of PL-expanded ASCs compared to cells expanded with FCS. Histologically, collagen type II but also collagen type X was mainly present in group P. The present study demonstrates that PL strongly induces proliferation of ASCs, while the chondrogenic differentiation potential is retained. HACs also showed enhanced proliferation and even better redifferentiation when previously expanded with PL. This suggests that PL is superior to FCS as a supplement for the expansion of ASCs and HACs, particularly with regard to chondrogenic (re)differentiation. Copyright © 2013 John Wiley & Sons, Ltd.

  20. Successful treatment of refractory hepatic lymphorrhea after gastrectomy for early gastric cancer, using surgical ligation and subsequent OK-432 (Picibanil) sclerotherapy.

    Science.gov (United States)

    Tanaka, Kouji; Ohmori, Yukinari; Mohri, Yasuhiko; Tonouchi, Hitoshi; Suematsu, Mina; Taguchi, Yukiko; Adachi, Yukihiko; Kusunoki, Masato

    2004-01-01

    Postoperative hepatic lymphorrhea is a very rare complication after abdominal surgery. Hepatic lymphorrhea, not containing chyle, involves an internal lymph fistula between the lymphatic channels toward the cisterna chyli and the peritoneal cavity. Over the past 20 years, 17 cases have been reported in Japan. Here, we report a further case, of a patient with successfully treated intractable hepatic lymphorrhea following gastrectomy for early gastric cancer. We review 18 cases, including the present case, with respect to the management of postoperative lymphorrhea refractory to conventional medical treatment.

  1. Managing and Leading Creative Universities – Foundations of Successful Science Management: A Hands-On Guide for (Future) Academics

    OpenAIRE

    Lugmayr, Artur; Vogel, Doug

    2017-01-01

    Today’s universities are increasingly under pressure from various directions. This pressure also affects its employees, and us as scholars. Especially, future academics are often confronted with situations that they have not been trained or mentored for, or are simply lost in how to plan their careers or how to train themselves to be able to compete. This chapter compiles guidelines for future academics help them in shaping their careers. It gives an overview of different issues, such as indi...

  2. Optimal dose selection accounting for patient subpopulations in a randomized Phase II trial to maximize the success probability of a subsequent Phase III trial.

    Science.gov (United States)

    Takahashi, Fumihiro; Morita, Satoshi

    2018-02-08

    Phase II clinical trials are conducted to determine the optimal dose of the study drug for use in Phase III clinical trials while also balancing efficacy and safety. In conducting these trials, it may be important to consider subpopulations of patients grouped by background factors such as drug metabolism and kidney and liver function. Determining the optimal dose, as well as maximizing the effectiveness of the study drug by analyzing patient subpopulations, requires a complex decision-making process. In extreme cases, drug development has to be terminated due to inadequate efficacy or severe toxicity. Such a decision may be based on a particular subpopulation. We propose a Bayesian utility approach (BUART) to randomized Phase II clinical trials which uses a first-order bivariate normal dynamic linear model for efficacy and safety in order to determine the optimal dose and study population in a subsequent Phase III clinical trial. We carried out a simulation study under a wide range of clinical scenarios to evaluate the performance of the proposed method in comparison with a conventional method separately analyzing efficacy and safety in each patient population. The proposed method showed more favorable operating characteristics in determining the optimal population and dose.

  3. Family sucession in rural properties: A study of the succession situation among academics of UFFS Agronomy Course Erechim and their parents

    Directory of Open Access Journals (Sweden)

    S. Paula

    2017-12-01

    Full Text Available Among the numerous studies dealing with the issue of family succession, the majority cities the succession process as a key issue in social reproduction and perpetuation of family farms. Thus, the study aimed to identify the actual situation among academics of UFFS Agronomy Course and their parents when the topic family succession is placed in focus. The methodology used was the application of a structured survey prepared in order to answer the doubts. The survey was designed in online way being sent an access link to the e-mail address previously, and then collected from every academic who had links with the countryside. For others, it was printed, delivered, and then collected. The data were analyzed using descriptive statistics. As a result was obtained that even though there are differences of opinion, the vast majority of young people show comfortable in become a farmer and to continue the current business of the parents. Over 83% of men and 92% of women in the parent class intend to hold family succession still alive, and the children respect this opinion giving autonomy to the parents to carry out the succession when they consider most appropriate.

  4. Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children's academic success

    NARCIS (Netherlands)

    Spilt, J.L.; Hughes, J.N.; Wu, J.Y.; Kwok, O.M.

    2012-01-01

    This study modeled teacher-student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students (mean age = 6.57 years, SD = .39). Teacher reports of warmth and conflict were collected in Grades 1-5.

  5. Building Assets Reducing Risks: Academic Success for All Students through Positive Relationships and Use of Real-Time Data

    Science.gov (United States)

    Corsello, Maryann; Sharma, Anu; Jerabek, Angela

    2015-01-01

    Building Assets Reducing Risks (BARR) is a social emotional model that achieves academic outcomes through combining use of real-time student data with proven relationship-building strategies and intensive teacher collaboration to prevent course failure. BARR is a recipient of US Department of Education "Investing in Innovation (i3)"…

  6. Relationships of Academic Preparedness, Age, Gender, and Ethnicity to Success in a Community College Fundamentals of Nursing Course

    Science.gov (United States)

    Rayno, Marisue

    2010-01-01

    Nursing student attrition in community colleges negatively affects students, faculty, colleges, and the nursing profession. The purpose of this quantitative correlational retrospective research study was to examine the possible relationships between each of the independent variables of academic preparedness (as measured by NET mathematics and…

  7. A Phenomenological Investigation of Student Achievement: Perceptions of Academic Success as Told by Single African American and Hispanic Mothers

    Science.gov (United States)

    Stewart, Shawn M.

    2010-01-01

    A number of factors seem to contribute to low student achievement in the organization of education. Some of these factors exist prior to children reaching school age. It seems as though a vast quantity of minority students struggle academically. Research supports the belief that socioeconomic status, ethnicity, and single-parent families have an…

  8. Library School Programs and the Successful Training of Academic Librarians to Meet Promotion and Tenure Requirements in the Academy

    Science.gov (United States)

    Best, Rickey D.; Kneip, Jason

    2010-01-01

    This article relates an investigation of tenure and promotion practices for librarians at academic institutions. The study employed two surveys. The first survey determined the level of impact on promotion and tenure by recent publication in two top-tier peer-reviewed journals: "College & Research Libraries" and "Journal of…

  9. Leadership and Students' Academic Success: Mediating Effects of Self-Efficacy and Self-Determination

    Science.gov (United States)

    Gannouni, Kais; Ramboarison-Lalao, Lovanirina

    2018-01-01

    When exploring the effects of leadership on students, most studies have focused on either how leadership affects the students' academic outcomes or how it contributes to their personal development. This study merged both approaches and aimed to measure the mediating effects of self-efficacy and self-determination among leadership, students'…

  10. Parenting Practices among Low-Income Parents/Guardians of Academically Successful Fifth Grade African American Children

    Science.gov (United States)

    West-Olatunji, Cirecie; Sanders, Tiffany; Mehta, Sejal; Behar-Horenstein, Linda

    2010-01-01

    Research investigating the relationship between parenting and academic achievement has provided conflicting results, particularly for low-income, culturally-diverse parents. Using resilience theory, the researchers conducted a case study with five low-income African American mothers. Findings suggest that educators can benefit from partnering with…

  11. From access to success in science: An academic-student affairs intervention for undergraduate freshmen biology students

    Science.gov (United States)

    Aldridge, Jacqueline Nouvelle

    The first year experience is known to present an array of challenges for traditional college students. In particular, freshmen who major in a STEM discipline have their own unique set of challenges when they transition from high school science and math to college science and math; especially chemistry. As a result, students may encounter negative experiences which lower academic and social confidence. This project was designed as a pilot study intervention for a small group of freshmen biology students who were considered academically at-risk due their math SAT scores. The study occurred during the fall semester involving an enhanced active learning component based on the Peer-led Team Learning (PLTL) general chemistry supplemental pedagogy model, and a biology-focused First Year Experience (FYE). PLTL workshops took place in freshmen residence halls, creating a live-n-learn community environment. Mid-term and final chemistry grades and final math grades were collected to measure academic progress. Self-reporting surveys and journals were used to encourage participants to reconstruct their experiences and perceptions of the study. Descriptive analysis was performed to measure statistical significance between midterm and final grade performance, and a general inductive qualitative method was used to determine academic and social confidence as well as experiences and perceptions of the project. Findings of this project revealed a statistically significant improvement between chemistry midterm and final grades of the sample participants. Although academic confidence did not increase, results reveal that social confidence progressed as the majority of students developed a value for studying in groups.

  12. Making Sure They Make It! Best Practices for Ensuring the Academic Success of First-Generation College Students. CIC/Walmart College Success Awards Report

    Science.gov (United States)

    Strand, Kerry J.

    2013-01-01

    A baccalaureate degree is essential to success in the contemporary United States. The degree offers improved economic security and the development of capabilities such as critical thinking, effective communication, quantitative reasoning, creativity, problem solving, personal and social responsibility, and social and cultural capital. Failure to…

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

    Science.gov (United States)

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

    2015-06-01

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

  14. The Role of Residential Communities for the Academic and Social Success of Undergraduate Women in STEM Majors: The Case of a Public University in Ethiopia

    Science.gov (United States)

    Wuhib, Frehiwot Wondimu

    This study is an exploratory case study which explored the residential environment of an Ethiopian public university on its role for the social and academic integration of undergraduate women in Science, Technology, Engineering, and Mathematics (STEM) fields. It also explained how the social and academic integration of the women contributed for their overall college success. There were three groups of participants; undergraduate women in STEM, female resident proctors, and relevant officials from the university and the Ministry of Education of the Ethiopian government. Each of the participants were interviewed on a one-on-one basis and the interviews were transcribed and coded for the analysis. Supportive quantitative data about the enrollment, performance and retention of students were also gathered from the university's registrar office and analyzed quantitatively to support the qualitative data obtained through interviews. The study was framed by Tinto's Integration Model and data were interpreted using Third World feminist theory. The findings showed that due to the fact that all same-sex, same-major women living in the same rooms, and all who live in one dorm take similar courses throughout their program, and dormitories serving multiple roles, including being collaboration spaces, played a big role for better social and academic integration of the women. It is also found that their social and academic integration helped them to better perform in their majors by enhancing their sense of belonging in the male-dominated STEM majors, enhancing their commitment, and promoting peer encouragement. On the other hand, the findings also showed that there were some factors which have negative influence in the integration process such as negative stereotypes against the presence and good performance of women in STEM, lack of support system, and limited interaction with faculty. So, the study recommends that working on improving the negatively influencing factors will

  15. Measuring the Success of the Academic Library Website Using Banner Advertisements and Web Conversion Rates: A Case Study

    Science.gov (United States)

    Whang, Michael

    2007-01-01

    Measuring website success is critical not only to the web development process but also to demonstrate the value of library services to the institution. This article documents one library's approach to the measurement of website success. LibQUAL+[TM] results and strategic-planning documents indicated a need for a new type of measurement. The…

  16. Predictors of Academic Success for the National Board Dental Hygiene Examination and the Southern Regional Testing Agency Clinical Exam

    Science.gov (United States)

    Efurd, Melissa G.

    2012-01-01

    The purpose for conducting this study was to investigate and describe the relationship between applicant criteria for a dental hygiene program and subsequent outcomes on credentialing exams: the National Board Dental Hygiene Exam and the Southern Regional Testing Agency clinical exam. Because admission criteria play a crucial role in applicant…

  17. I Get to Use an iPod in School? Using Technology-Based Advance Organizers to Support the Academic Success of English Learners

    Science.gov (United States)

    Billings, Elsa S.; Mathison, Carla

    2012-08-01

    This study investigated the impact of technology-based advance organizers (TBAOs) on the academic performance of 240 4th grade English learners (ELs) participating in a science class in School in the Park (SITP), a museum-school collaboration. While SITP provides a rich, hands-on learning environment, ELs face significant linguistic challenges in their ability to access the dense academic language and concepts provided in SITP's English only curriculum, thus negatively impacting ELs' engagement and learning. The TBAOs were designed in response to this issue. The study investigated two forms of treatment: TBAOs viewed on individual handheld mobile devices (HMDs), specifically iPods; and, TBAOs viewed as a whole class on DVD. The study utilized both qualitative and quantitative data sources, including a pre- and posttest, hands-on and performance-based assessments, as well as focus interviews. Results showed a significant interaction effect between group assignment, language status and application assessments, indicating ELs performed significantly better in the treatment groups. Students who used the HMD instead of the DVD or no treatment improved their total scores significantly on hands-on, performance-based measurements. Differences between treatment and control groups' performance on pre-/posttests approached significance. Furthermore, students reported TBAOs supported learning by introducing new material, introducing and reviewing daily academic vocabulary, and helping them anticipate behavioral and procedural expectations of hands-on activities. Classroom and museum educators reported an increase in the treatment groups' motivation and engagement. The study provided important implications in the use and power of learner-controlled technology in supporting ELs' linguistic and academic success.

  18. Academic achievement, depression and anxiety during medical education predict the styles of success in a medical career: a 10-year longitudinal study.

    Science.gov (United States)

    Walkiewicz, Maciej; Tartas, Malgorzata; Majkowicz, Mikolaj; Budzinski, Waldemar

    2012-01-01

    Our study investigated the styles of success in the medical career in young physicians, in comparison with the same subjects examined 4-10 years earlier. The participants were first studied when they applied to the medical university (1999). Questionnaires were sent to all students each year (2000-2005). Fifty-four medical doctors participated in the first phase of the study completed a questionnaire four years after graduation. The current questionnaire included measures of burnout, satisfaction with medicine as a career, quality of life (QOL) and postgraduate examination results. Previous questionnaires had included measures of academic achievement, depression and anxiety. We can describe three different styles of success, which can be predicted during medical education. Physicians with the best professional competence have the lowest income. However, physicians with the lowest professional competence gain the highest income. Those with the highest QOL (general well-being and life satisfaction) have the lowest professional stress and vulnerability to burnout. Anxiety and academic achievement (during the second and fourth year of study) are the significant predictors of specific style belonging. Our results may be useful to medical school admissions and resident selection committees to identify candidates at risk for less satisfaction or less competence.

  19. The need for a transparent, ethical, and successful relationship between academic scientists and the pharmaceutical industry: a view of the Group for the Respect of Ethics and Excellence in Science (GREES).

    Science.gov (United States)

    Bruyere, O; Kanis, J A; Ibar-Abadie, M-E; Alsayed, N; Brandi, M L; Burlet, N; Cahall, D L; Chines, A; Devogelaer, J-P; Dere, W; Goel, N; Hughes, N; Kaufman, J-M; Korte, S; Mitlak, B H; Niese, D; Rizzoli, R; Rovati, L C; Reginster, J-Y

    2010-05-01

    This paper provides recommendations for fair and unbiased relationship between academic scientists and the pharmaceutical industry. Real or perceived problems in the relationship between academics and the industry have been the subject of much recent debate. It has been suggested that academic clinicians should sever all links with the industry-a view that is rarely challenged. Academic experts and members of the pharmaceutical industry were invited to an expert consensus meeting to debate this topic. This meeting was organized by the Group for the Respect of Ethics and Excellence in Science. Conflict of interest, competing interest, right and duties of academic scientist, authorship, and staff and student education were discussed. Guidelines for a transparent, ethical, strong, and successful partnership between the academic scientist and the pharmaceutical industry have been provided. The Group support interactions between the industry and clinicians provided that it is transparent and ethical.

  20. Using Neural Network and Logistic Regression Analysis to Predict Prospective Mathematics Teachers' Academic Success upon Entering Graduate Education

    Science.gov (United States)

    Bahadir, Elif

    2016-01-01

    The ability to predict the success of students when they enter a graduate program is critical for educational institutions because it allows them to develop strategic programs that will help improve students' performances during their stay at an institution. In this study, we present the results of an experimental comparison study of Logistic…

  1. The Effects of Concept Maps on the Academic Success and Attitudes of 11th Graders while Teaching Urinary System

    Science.gov (United States)

    Akay, Sumeyye Ozbey; Kaya, Basturk; Kilic, Selda

    2012-01-01

    The aim of the present study is to support, enrich, and broaden the process of education using concept maps and to determine the effects of concept maps in biology classes on school success, attitude and retention of the knowledge taught. The present study was conducted as an experimental study with pre-test and post-test control groups. The…

  2. Moderation of the Relation between Person-Environment Congruence and Academic Success: Environmental Constraint, Personal Flexibility and Method

    Science.gov (United States)

    Tracey, Terence J. G.; Allen, Jeff; Robbins, Steven B.

    2012-01-01

    The relation of interest-major congruence to indicators of college success was examined as it was moderated by environmental constraint, individual flexibility, and congruence definition in an initial sample of 88,813 undergraduates (38,787 men and 50,026 women) from 42 different colleges and universities in 16 states. College achievement (GPA…

  3. Investigating the Longitudinal Impact of a Successful Reform in General Chemistry on Student Enrollment and Academic Performance

    Science.gov (United States)

    Lewis, Scott E.

    2014-01-01

    Considerable effort in chemistry education research has been dedicated to developing and evaluating reform pedagogies designed to improve student success in general chemistry. Policy recommendations propose adoption of these techniques as a means to increase the number of science graduates, however there is the potential that the impact of these…

  4. Developmental Education and Its Relationship to Academic Success in College Level Courses at a Suburban Community College in Kansas

    Science.gov (United States)

    Cole, Lisa M.

    2014-01-01

    This study evaluated the effectiveness of developmental math, English, and reading courses by evaluating the success of students in the corresponding college-level math, English, and reading course. This study analyzed select student characteristics (sex, ethnicity, age, socioeconomic status) or student developmental education status as predictors…

  5. The Dreyfus Model of Skill Acquisition: A Career Development Framework for Succession Planning and Management in Academic Libraries

    Science.gov (United States)

    Hall-Ellis, Sylvia D.; Grealy, Deborah S.

    2013-01-01

    Succession planning and management are critical parts of strategic planning for libraries in the twenty-first century. Making certain that the right people are in place with the prerequisite training and experience to assume leadership positions is a vital part of strategic planning and talent management in libraries that rely on teams of people…

  6. An Empirical Assessment of the Role of Organizational Citizenship Behavior in Explaining Academic Success: Some Evidence from East Malaysian Sample

    Directory of Open Access Journals (Sweden)

    Magdalene Ang Chooi Hwa

    2010-01-01

    Full Text Available Management researchers have consistently reported the significant role of organizational citizenship behavior (OCB in predicting individual success in organizational settings. This topic, however, has been largely ignored in the business education environment. Given the demonstrable benefits of OCB enactment in terms of influencing performance evaluations and organizational rewards, we emphasize the importance of examining the role of OCB in predicting student performance and their eventual career success. This endeavor holds important implications for students who are on the threshold of entering the industry. Using a self-administered questionnaire, we collected data from a total of 177 undergraduate students from two different schools in a Malaysian public university. Analysis reveals that of the three distinct dimensions of OCB, only one (consisting of altruism and courtesy items has influences on both measures of student performance (i.e., productivity and cumulative grade point average. Implications of these findings are discussed.

  7. Succession planning for the future through an academic-practice partnership: a nursing administration master's program for emerging nurse leaders.

    Science.gov (United States)

    Sherman, Rose; Dyess, Susan; Hannah, Ed; Prestia, Angela

    2013-01-01

    A global nursing leadership shortage is projected by the end of this decade. There is an urgent need to begin developing emerging nurse leaders now. This article describes the work of an academic-practice partnership collaborative of nurse leaders. The goal of the partnership is to develop and promote an innovative enhanced nursing administration master's program targeted to young emerging nurse leaders, who have not yet moved into formal leadership roles. An action research design is being used in program development and evaluation. Qualities needed by emerging leaders identified through research included a need to be politically astute, competency with business skills required of nurse leaders today, comfort with ambiguity, use of a caring approach, and leadership from a posture of innovation. The current curriculum was revised to include clinical immersion with a nurse leader from the first semester in the program, a change from all online to online/hybrid courses, innovative assignments, and a strong mentorship component. Eighteen young emerging nurse leaders began the program in January 2012. Early outcomes are positive. The emerging nurse leaders may be uniquely positioned, given the right skills sets, to be nurse leaders in the new age.

  8. Need for cognition and cognitive performance from a cross-cultural perspective: examples of academic success and solving anagrams.

    Science.gov (United States)

    Gülgöz, S

    2001-01-01

    The cross-cultural validity of the Need for Cognition Scale and its relationship with cognitive performance were investigated in two studies. In the first study, the relationships between the scale and university entrance scores, course grades, study skills, and social desirability were examined. Using the short form of the Turkish version of the Need for Cognition Scale (S. Gülöz & C. J. Sadowski, 1995) no correlation with academic performance was found but there was significant correlation with a study skills scale and a social desirability scale created for this study. When regression analysis was used to predict grade point average, the Need for Cognition Scale was a significant predictor. In the second study, participants low or high in need for cognition solved multiple-solution anagrams. The instructions preceding the task set the participants' expectations regarding task difficulty. An interaction between expectation and need for cognition indicated that participants with low need for cognition performed worse when they expected difficult problems. Results of the two studies showed that need for cognition has cross-cultural validity and that its effect on cognitive performance was mediated by other variables.

  9. Successful strategies for the reduction of operating room turnover times in a tertiary care academic medical center.

    Science.gov (United States)

    Kodali, Bhavani S; Kim, Dennie; Bleday, Ronald; Flanagan, Hugh; Urman, Richard D

    2014-04-01

    Turnover time (TOT) is one of the classic measures of operating room (OR) efficiency. There have been numerous efforts to reduce TOTs, sometimes through the employment of a process improvement framework. However, most examples of process improvement in the TOT focus primarily on operational changes to workflows and statistical significance. These examples of process improvement do not detail the complex organizational challenges associated with implementing, expanding, and sustaining change. TOT data for general and gastrointestinal surgery were collected retrospectively over a 26-mo period at a large multispecialty academic institution. We calculated mean and median TOTs. TOTs were excluded if the sequence of cases was changed or cases were canceled. Data were retrieved from the perioperative nursing data entry system. Using performance improvement strategies, we determined how various events and organizational factors created an environment that was receptive to change. This ultimately led to a sustained decrease in the OR TOT both in the general and gastrointestinal surgery ORs that were the focus of the study (44.8 min versus 48.6 min; P managers, and change agents commonly face. Awareness of the numerous variables that may support or impede a particular change effort can inform effective change implementation strategies that are "organizationally compatible." Copyright © 2014 Elsevier Inc. All rights reserved.

  10. THE INFLUENCE OF CREATION OF SELF-REGULATION ENVIRONMENT FOR EDUCATING VISUAL ARTS TEACHER ON ACADEMIC SUCCESS

    Directory of Open Access Journals (Sweden)

    Oguz Dilmac

    2013-06-01

    Full Text Available This study aimed at examining the impact of learning environments based on self regulation on teacher candidates academic skill in visual arts education,focuses on the elements found in workshops being analyzed in terms of self-regulation.Aim of the study is to provide a new viewpoint intended making up learning environment developing self-regulation skills in visual arts education.  In the study quasi-experimental design has been used subject to the aim. In the research, in accordance with qualitative research method,following the application process semi-structured interviews have also been conducted with attendants making up experimental group. The research has been carried out in the context of field information in the Department of Fine Art Education of Kazım Karabekir Education Faculty. Working group has been composed of prospective teachers taking these courses in the research. Based on the data at the end of the research, it can be said that the teaching propped up self-regulation used in experimental group is more efficient than the traditional teaching in the control group.

  11. My teacher, my peers, or myself? A collective case study in regards to classroom comfort and academic success concerning the taxonomy of motivations within self-determination theory.

    Directory of Open Access Journals (Sweden)

    Saliga, H.

    2017-07-01

    Full Text Available This case study intends to research the correlation between the learning climate - including teachers, peers, and students - and student academic achievement in regards to the Taxonomy of Human Motivations created within the Self-Determination Theory (SDT created by Richard M. Ryan and Edward L. Deci. This study is a triangulation of data collected through tested SDT questionnaires (for teacher and student, additional questioning, and interviewing. The purpose of this study is to help readers understand the effects of different aspects of the learning climate on a student’s motivation and to determine which aspects are the most dominant in influence - success and hindrance wise. An understanding of this can allow teachers, students, and peers to alter their interactions with the environment to enable positivity and achievement.

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

    Science.gov (United States)

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

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

  13. The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success

    Science.gov (United States)

    Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing

    2014-01-01

    Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…

  14. The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties.

    Science.gov (United States)

    Chevalier, Thérèse M; Parrila, Rauno; Ritchie, Krista C; Deacon, S Hélène

    2017-01-01

    We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed. © Hammill Institute on Disabilities 2015.

  15. 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...

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

    Directory of Open Access Journals (Sweden)

    Kemal Özgen

    2014-04-01

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

  17. Running continuous academic adoption programmes

    DEFF Research Database (Denmark)

    Nielsen, Tobias Alsted

    Running successful academic adoption programmes requires executive support, clear strategies, tactical resources and organisational agility. These two presentations will discuss the implementation of strategic academic adoption programs down to very concrete tool customisations to meet specific...

  18. Measuring Academic Motivation of Matriculating College Freshmen.

    Science.gov (United States)

    Baker, Robert W.; Siryk, Bohdan

    1984-01-01

    Administered the Academic Motivation Scale to three successive classes of college freshmen (N=944). Results indicated the Academic Motivation Scale's reliability was more than adequate for research use and significantly related to validity criteria reflecting motivation for academic work. (JAC)

  19. Predicting College Students' First Year Success: Should Soft Skills Be Taken into Consideration to More Accurately Predict the Academic Achievement of College Freshmen?

    Science.gov (United States)

    Powell, Erica Dion

    2013-01-01

    This study presents a survey developed to measure the skills of entering college freshmen in the areas of responsibility, motivation, study habits, literacy, and stress management, and explores the predictive power of this survey as a measure of academic performance during the first semester of college. The survey was completed by 334 incoming…

  20. Stereotype Threat, Identification with Academics, and Withdrawal from School: Why the Most Successful Students of Colour Might Be Most Likely to Withdraw

    Science.gov (United States)

    Osborne, Jason W.; Walker, Christopher

    2006-01-01

    Claude Steeles' stereotype threat hypothesis posits that when there are negative stereotypes about the intellectual capacity of certain (stigmatised) groups, members of that group suffer aversive consequences; group members who are most strongly identified with the stigmatised domain in question (e.g., intellectual or academic ability) are those…

  1. Learning from Success: How Original Research on Academic Resilience Informs What College Faculty Can Do to Increase the Retention of Low Socioeconomic Status Students

    Science.gov (United States)

    Morales, Erik E.

    2014-01-01

    Utilizing resilience theory and original research conducted on fifty academically resilient low socioeconomic status students of color, this article presents specific objectives and values institutions of higher learning can adopt and emphasize to increase the retention and graduation of their most statistically at-risk students. Major findings…

  2. Role of School Employees' Mental Health Knowledge in Interdisciplinary Collaborations to Support the Academic Success of Students Experiencing Mental Health Distress

    Science.gov (United States)

    Frauenholtz, Susan; Mendenhall, Amy N.; Moon, Jungrim

    2017-01-01

    Children with mental health disorders are at elevated risk of deleterious academic outcomes. The school, acting as a bridge between home and community, is a key site for identification and intervention with children experiencing mental health distress. Yet survey research has indicated that many teachers and other school staff have limited…

  3. Academic goals in surgery.

    Science.gov (United States)

    Bleier, Joshua I S; Kann, Brian

    2013-12-01

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

  4. 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....

  5. Factors Influencing the Improved Academic Success in Literacy at the Knowledge Is Power Program School in the Delta Region According to Administrator, Teacher, and Student Perceptions: Case Study

    Science.gov (United States)

    Brown, Kimberly Jonetta

    2012-01-01

    The purpose of this study was to explore the factors that have influenced the literacy success of the Knowledge is Power Program (KIPP) students in the low-income, poverty stricken Delta Region of a mid-south state. The study examined the progress made since the implementation of the KIPP Program and the influence the program has made upon student…

  6. Factors Influencing the Improved Academic Success in Literacy at the Knowledge Is Power Program (KIPP) Schools in the Delta Region According to Adult Perceptions

    Science.gov (United States)

    Brown, Kimberly J.; Holt, Carleton R.

    2014-01-01

    This qualitative case study explored factors that have influenced literacy success of Knowledge is Power Program (KIPP) students in the low-income, poverty stricken Delta Region of Arkansas. The study examined progress made since implementation of the KIPP Program and the influence the program had made upon student achievement in literacy at the…

  7. Senior Female Academics in the UK Academy: Theoretical Perspectives for Understanding the Impact of Education and Familial Influences on Career Success

    Science.gov (United States)

    Hoskins, Kate

    2013-01-01

    This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents' stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents' stories and experiences of their…

  8. Aligning the goals of community-engaged research: why and how academic health centers can successfully engage with communities to improve health.

    Science.gov (United States)

    Michener, Lloyd; Cook, Jennifer; Ahmed, Syed M; Yonas, Michael A; Coyne-Beasley, Tamera; Aguilar-Gaxiola, Sergio

    2012-03-01

    Community engagement (CE) and community-engaged research (CEnR) are increasingly viewed as the keystone to translational medicine and improving the health of the nation. In this article, the authors seek to assist academic health centers (AHCs) in learning how to better engage with their communities and build a CEnR agenda by suggesting five steps: defining community and identifying partners, learning the etiquette of CE, building a sustainable network of CEnR researchers, recognizing that CEnR will require the development of new methodologies, and improving translation and dissemination plans. Health disparities that lead to uneven access to and quality of care as well as high costs will persist without a CEnR agenda that finds answers to both medical and public health questions. One of the biggest barriers toward a national CEnR agenda, however, are the historical structures and processes of an AHC-including the complexities of how institutional review boards operate, accounting practices and indirect funding policies, and tenure and promotion paths. Changing institutional culture starts with the leadership and commitment of top decision makers in an institution. By aligning the motivations and goals of their researchers, clinicians, and community members into a vision of a healthier population, AHC leadership will not just improve their own institutions but also improve the health of the nation-starting with improving the health of their local communities, one community at a time.

  9. Academic Hospitality

    Science.gov (United States)

    Phipps, Alison; Barnett, Ronald

    2007-01-01

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

  10. The academic prince.

    Science.gov (United States)

    McGregor, Maurice

    2002-12-01

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

  11. 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...

  12. 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.

  13. 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.

  14. 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.

  15. 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...

  16. Travelling Academics: The Lived Experience of Academics Moving across Countries

    Science.gov (United States)

    Uusimaki, Liisa; Garvis, Susanne

    2017-01-01

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

  17. 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.

  18. Academic detailing.

    Science.gov (United States)

    Shankar, P R; Jha, N; Piryani, R M; Bajracharya, O; Shrestha, R; Thapa, H S

    2010-01-01

    There are a number of sources available to prescribers to stay up to date about medicines. Prescribers in rural areas in developing countries however, may not able to access some of them. Interventions to improve prescribing can be educational, managerial, and regulatory or use a mix of strategies. Detailing by the pharmaceutical industry is widespread. Academic detailing (AD) has been classically seen as a form of continuing medical education in which a trained health professional such as a physician or pharmacist visits physicians in their offices to provide evidence-based information. Face-to-face sessions, preferably on an individual basis, clear educational and behavioural objectives, establishing credibility with respect to objectivity, stimulating physician interaction, use of concise graphic educational materials, highlighting key messages, and when possible, providing positive reinforcement of improved practices in follow-up visits can increase success of AD initiatives. AD is common in developed countries and certain examples have been cited in this review. In developing countries the authors have come across reports of AD in Pakistan, Sudan, Argentina and Uruguay, Bihar state in India, Zambia, Cuba, Indonesia and Mexico. AD had a consistent, small but potentially significant impact on prescribing practices. AD has much less resources at its command compared to the efforts by the industry. Steps have to be taken to formally start AD in Nepal and there may be specific hindering factors similar to those in other developing nations.

  19. Signals: Applying Academic Analytics

    Science.gov (United States)

    Arnold, Kimberly E.

    2010-01-01

    Academic analytics helps address the public's desire for institutional accountability with regard to student success, given the widespread concern over the cost of higher education and the difficult economic and budgetary conditions prevailing worldwide. Purdue University's Signals project applies the principles of analytics widely used in…

  20. International Research Students' Experiences in Academic Success

    Science.gov (United States)

    Yeoh, Joanne Sin Wei; Terry, Daniel R.

    2013-01-01

    The flow of international students to study in Australia increases each year. It is a challenge for students to study abroad in a different sociocultural environment, especially for postgraduate research students, as they experience numerous difficulties in an unfamiliar and vastly different study environment. A study aimed to investigate the…

  1. Ingress in Geography: Portals to Academic Success?

    Science.gov (United States)

    Davis, Michael

    2017-01-01

    Niantic Labs has developed an augmented virtual reality mobile app game called Ingress in which agents must seek out and control locations for their designated factions. The app uses the Google Maps interface along with GPS to enhance a geocaching-like experience with elements of other classical games such as capture-the-flag. This study aims to…

  2. NEEDLE KNIFE SPHINCTEROTOMY - THE CHRIS HANI BARAGWANATH ACADEMIC HOSPITAL EXPERIENCE.

    Science.gov (United States)

    Thomson, J T; Smith, M D; Omoshoro-Jones, J A O; Devar, J D; Khan, Z K; Jugmohan, B J

    2017-06-01

    Deep biliary cannulation is essential in performing a therapeutic ERCP. Cannulation can be enhanced through the utilization of a pre-cut by means of a needle knife sphincterotomy. Retrospective analysis of the Chris Hani Baragwanath Academic Hospital's ERCP database was performed. All ERCPs performed with the aid of a needle knife were identified and analysed for successful and unsuccessful deep biliary cannulation. 2830 ERCPs were performed during the study period. 369 (13%) required needle knife sphincterotomies and successful deep biliary cannulation was achieved in 229 (62%) of these patients. Repeat ERCPs were performed on 125 (34%) patients. 61 (49%) of the repeat ERCPs were performed because of previously failed cannulation. 34 (56%) of these repeat ERCPs resulted in successful deep biliary cannulation at re-attempt. 99% of successful cannulations at repeat ERCP had had a needle knife sphincterotomy at the first ERCP. Needle knife sphincterotomy improves deep biliary cannulation at initial ERCP and subsequent ERCPs with low incidences of complications.

  3. Academic dishonsty

    African Journals Online (AJOL)

    User

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

  4. How Community College African American Students with or without a Father or Male Surrogate Presence at Home Develop Their Personal Identity, Academic Self-Concept, Race Theory, Social Sensitivity, Resiliency, and Vision of Their Own Success and the Influence on Their Academic Achievement

    Science.gov (United States)

    Holliday, A'lon Michael

    2011-01-01

    Despite the growing body of research on African American students' academic achievement and the role mothers play in their child's academic development, few studies (Carter, 2008; Fordham, 1988) examined the role fathers play in the development of their child's academic achievement. The primary aim of this study was to examine how the father or…

  5. 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....

  6. 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....

  7. academic libraries

    African Journals Online (AJOL)

    Information Impact: Journal of Information and Knowledge Management

    Information Impact: Journal of Information and Knowledge Management ... Key words: academic libraries, open access, research, researchers, technology ... European commission (2012) reports that affordable and easy access to the results ...

  8. Academic Publications

    OpenAIRE

    Francisco H C Felix

    2017-01-01

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

  9. Academic Marketing

    Directory of Open Access Journals (Sweden)

    Ecaterina Daniela ZECA

    2017-06-01

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

  10. 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)

  11. Is alcohol consumption associated with poor academic achievement in university students?

    Directory of Open Access Journals (Sweden)

    Walid El Ansari

    2013-01-01

    Conclusions: Alcohol consumption showed negative associations with motivation for and subjectively achieved academic performance. University alcohol prevention activities might have positive impact on students′ academic success.

  12. Personality, Self-Regulated Learning, and Academic Entitlement

    Science.gov (United States)

    McLellan, Chelsea K.; Jackson, Dennis L.

    2017-01-01

    The current study explored the relation between the Big-Five personality domains, self-regulated learning, and academic entitlement. Academic entitlement is defined as the tendency to possess expectations of unearned academic success, unearned/undeserved academic services, and/or the expectation of unrealistic accommodation (Chowning and Campbell…

  13. Demystifying the institutional repository for success

    CERN Document Server

    Buehler, Marianne

    2013-01-01

    Institutional repositories remain key to data storage on campus, fulfilling the academic needs of various stakeholders. Demystifying the Institutional Repository for Success is a practical guide to creating and sustaining an institutional repository through marketing, partnering, and understanding the academic needs of all stakeholders on campus. This title is divided into seven chapters, covering: traditional scholarly communication and open access publishing; the academic shift towards open access; what the successful institutional repository looks like; institutional repository collaboratio

  14. 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...

  15. Academic Allies

    DEFF Research Database (Denmark)

    Byberg, Rebekka Birkebo

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

  16. Succession Planning for Library Instruction

    Science.gov (United States)

    Sobel, Karen; Drewry, Josiah

    2015-01-01

    Detailed succession planning helps libraries pass information from one employee to the next. This is crucial in preparing for hiring, turnover, retirements, training of graduate teaching assistants in academic libraries, and other common situations. The authors of this article discuss succession planning for instruction programs in academic…

  17. 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.

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

    Directory of Open Access Journals (Sweden)

    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.

  19. ACADEMIC TRAINING

    CERN Multimedia

    Françoise Benz

    2002-01-01

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

  20. Academic Cloning.

    Science.gov (United States)

    Sikula, John P.; Sikula, Andrew F.

    1980-01-01

    The authors define "cloning" as an integral feature of all educational systems, citing teaching practices which reward students for closely reproducing the teacher's thoughts and/or behaviors and administrative systems which tend to promote like-minded subordinates. They insist, however, that "academic cloning" is not a totally…

  1. Academic Aspirations

    Science.gov (United States)

    Durant, Linda

    2013-01-01

    As colleges and universities become even more complex organizations, advancement professionals need to have the skills, experience, and academic credentials to succeed in this ever-changing environment. Advancement leaders need competencies that extend beyond fundraising, alumni relations, and communications and marketing. The author encourages…

  2. 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.

  3. 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

  4. classroom environment and academic interest as correlates of ...

    African Journals Online (AJOL)

    Global Journal

    This study investigated classroom environment and students' academic interest as correlates of ... yardstick with which academic success is measured ... Ltd. This work is licensed under Creative Commons Attribution 4.0 International license.

  5. Access and success in higher education in Portugal: issues of gender, sociocultural origin and students' academic path / Acesso e sucesso no Ensino Superior em Portugal: questões de género, origem sócio-cultural e percurso académico dos alunos

    Directory of Open Access Journals (Sweden)

    Leandro S. Almeida

    2006-01-01

    Full Text Available We analyse the impact of gender and sociocultural origin of freshmen from their college entrance exam scores and chosen undergraduate courses, as well the anticipation of difficulties in academic adaptation, and in academic success, at the end of their first year in college. The study's sample consists of 1407 freshman students from the Universidade do Minho. Results show that gender and sociocultural family background influence the courses that are chosen (most female students and students from less advantaged social class origins attended Social Science courses, whereas most male students and students from more advantaged social class origins attended Engineering courses. Higher sociocultural status and female students presented higher entrance exam scores and averaged better academic achievement at the end of their first year in college. Concerning anticipated difficulties, female students and students from Social and Economic Science courses anticipated more inter-personal difficulties, while male students and students from Engineering and Economic Science courses anticipated more difficulties in relation to learning and organizing daily activities. The anticipation of learning difficulties was associated in a negative and statistical way with entrance exam scores and academic achievement.

  6. Academic Practice

    DEFF Research Database (Denmark)

    Nielsen, Sandro; Heine, Carmen

    Vejledning i at undgå plagiering ved at følge de normer, der gælder for good academic practice. Dette indebærer at man angiver kilder korrekt, og når det er nødvendigt, og at man har en korrekt udformet fortegnelse over referencer. Vejledningen indeholder konkrete eksempler på korrekt kildeangive......Vejledning i at undgå plagiering ved at følge de normer, der gælder for good academic practice. Dette indebærer at man angiver kilder korrekt, og når det er nødvendigt, og at man har en korrekt udformet fortegnelse over referencer. Vejledningen indeholder konkrete eksempler på korrekt...

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

    Science.gov (United States)

    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.

  8. Student prosocial behavior and academic achievement

    OpenAIRE

    Spasenović Vera Z.

    2004-01-01

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

  9. Language experience changes subsequent learning

    Science.gov (United States)

    Onnis, Luca; Thiessen, Erik

    2013-01-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510

  10. Distributed academic leadership in emergent research organisations

    NARCIS (Netherlands)

    Kokkeler, Bernardus J.M.

    2014-01-01

    The thesis “distributed academic leadership in emergent research organizations" that Ben Kokkeler on October 29th 2014 successfully defended at the University of Twente, shows that a specific type of academic leadership developes, deep in the heart of the university, in emerging research institutes.

  11. ACADEMIC TRAINING

    CERN Multimedia

    Françoise Benz

    2002-01-01

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

  12. The Business of Academic Support

    Science.gov (United States)

    Potacco, Donna R.; De Young, Sandra

    2007-01-01

    Academia has traditionally avoided adopting the fast-paced, profit-oriented operational style that accompanies corporate culture. However, a business model can be successfully adapted to the unique needs of an academic institution, discipline, faculty, and students through the selective adoption of business principles. A classic marketing mix…

  13. Ruminations on the Academic Afterlife

    Science.gov (United States)

    Dustin, Daniel; Lamke, Gene; Murphy, James; McDonald, Cary; Wright, Brett; Harper, Jack

    2015-01-01

    In this paper, the academic afterlife of a purposive sample of 12 recreation, park, and leisure studies educators from a variety of universities throughout the United States and Canada is discussed. The paper begins with a brief review of the literature on successful aging. That literature's insights are then applied to the lived experiences of…

  14. Successful Aging

    Directory of Open Access Journals (Sweden)

    Taufiqurrahman Nasihun

    2015-06-01

    Full Text Available The emerging concept of successful aging is based on evidence that in healthy individual when they get aged, there are  considerable variations in physiological functions alteration. Some people exhibiting greater, but others very few or no age related alteration. The first is called poor aging and the later is called successful pattern of aging (Lambert SW, 2008. Thus, in the simple words the successful aging concept is define as an opportunity of old people to stay  active and productive condition despite they get aged chronologically. Aging itself might be defined as the progressive accumulation of changes with time associated with or responsible for the ever-increasing susceptibility to disease and death which accompanies advancing age (Harman D, 1981. The time needed to accumulate changes is attributable to aging process. The marked emerging questions are how does aging happen and where does aging start? To answer these questions and because of the complexity of aging process, there are more than 300 aging theories have been proposed to explain how and where aging occured and started respectively. There are too many to enumerate theories and classification of aging process. In summary, all of these aging theories can be grouped into three clusters: 1. Genetics program theory, this theory suggests that aging is resulted from program directed by the genes; 2. Epigenetic theory, in these theory aging is resulted from environmental random events not determined by the genes; 3. Evolutionary theory, which propose that aging is a medium for disposal mortal soma in order to avoid competition between organism and their progeny for food and space, did not try to explain how aging occur, but possibly answer why aging occur (De la Fuente. 2009. Among the three groups of aging theories, the epigenetic theory is useful to explain and try to solve the enigma of aging which is prominently caused by internal and external environmental influences

  15. Science as a second language: Analysis of Emergent Bilinguals performance and the impact of English language proficiency and first language characteristics on the Colorado measures of academic success for science

    Science.gov (United States)

    Bruno, Joanna K.

    In an age when communication is highly important and states across the nation, including Colorado, have adopted Common Core State Standards, the need for academic language is even more important than ever. The language of science has been compared to a second language in that it uses specific discourse patterns, semantic rules, and a very specific vocabulary. There is a need for educators to better understand how language impacts academic achievement, specifically concerning Emergent Bilinguals (EBs). Research has identified the need to study the role language plays in content assessments and the impact they have on EBs performance (Abedi, 2008b; Abedi, Hofestter & Lord, 2004; Abedi & Lord, 2001). Since language is the means through which content knowledge is assessed, it is important to analyze this aspect of learning. A review of literature identified the need to create more reliable and valid content assessments for EBs (Abedi, 2008b) and to further study the impact of English proficiency on EBs performance on standardized assessments (Solorzano, 2008; Wolf, & Leon, 2009). This study contributes to the literature by analyzing EBs performance on a state-level science content assessment, taking into consideration English language proficiency, receptive versus productive elements of language, and students' home language. This study further contributes by discussing the relationship between language proficiency, and the different strands of science (physical, life, and earth) on the state science assessment. Finally, this study demonstrates that home language, English language proficiency, and receptive and productive elements of language are predictive of EBs' achievement on the CMAS for science, overall and by strand. It is the blending of the social (listening and speaking) with the academic (reading and writing) that is also important and possibly more important.

  16. ACADEMIC TRAINING

    CERN Multimedia

    Françoise Benz

    2002-01-01

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

  17. Parents, School Success, and Health

    Centers for Disease Control (CDC) Podcasts

    2009-08-03

    In this podcast, Dr. William Jeynes, CDC Parenting Speaker Series guest, discusses the importance of parental involvement in children's academic success and lifelong health.  Created: 8/3/2009 by National Center on Birth Defects and Developmental Disabilities (NCBDDD).   Date Released: 8/3/2009.

  18. Purpose of Engagement in Academic Self-Regulation

    Science.gov (United States)

    Lichtinger, Einat; Kaplan, Avi

    2011-01-01

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

  19. Exploring the Role of Agriculture Teachers in Core Academic Integration

    Science.gov (United States)

    McKim, Aaron J.; Sorenson, Tyson J.; Velez, Jonathan J.

    2016-01-01

    Core academic skills are essential for success in our society. However, an abundance of research has identified a large proportion of secondary school students are under performing in core academic areas such as literacy and math. Researchers have suggested integrating core academic content throughout all secondary coursework as a potential…

  20. 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.

  1. Peer-Mentoring Program and Academic Atmosphere

    Directory of Open Access Journals (Sweden)

    Sri Endah Kusmartini

    2014-03-01

    Full Text Available Management of Sriwijaya State Polytechnic believes that peer-mentoring program has positive effects on students’ academic success. Moreover, it is also believed that good academic atmosphere should be developed. In line with these, researchers tried to investigate whether peer-mentoring program and academic atmosphere correlated significantly to students’ writing achievement partially and simultaneously. The research was conducted in English Department, Sriwijaya State Polytechnic with 60 samples taken randomly. Measures of Peer-mentoring Program and Academic Atmosphere were used sequentially to measure peer-mentoring program and academic atmosphere as perceived by the students. Meanwhile, writing score was used to find out writing achievement of the students. The hypotheses were tested by using Pearson Product Moment Correlation and Multiple Linear Regression. The results showed that peer-mentoring program and academic atmosphere as perceived by the students correlated significantly towards students’ writing achievement partially and simultaneously. Therefore it is recommended to continue the programs.

  2. Psychological factors determining success in a medical career: a 10-year longitudinal study.

    Science.gov (United States)

    Tartas, Malgorzata; Walkiewicz, Maciej; Majkowicz, Mikolaj; Budzinski, Waldemar

    2011-01-01

    Systemic review of predictors of success in medical career is an important tool to recognize the indicators of proper training. To determine psychological factors that predict success in a medical career. The success is defined as professional competence, satisfaction with medicine as a career, occupational stress and burnout and quality of life (QOF). Part I (1999-2005), medical students were examined each subsequent year, beginning with admission. Assessment included academic achievement (high school final examination results, entrance exam results, academic results during medical school) and psychological characteristics (sense of coherence (SOC), depression, anxiety, coping styles, value system and need for social approval). Part II (2008-2009), the same participants completed an Internet survey 4 years after graduation. Results of the postgraduate medical exam were taken under consideration. Academic achievement predicts only professional competence. Coping styles are significant indicators of satisfaction with medicine as a career. SOC, while assessed with anxiety and depression during studies, enabled us to recognize future QOF of medical graduates. Professional stress is not predictable to such an extent as other success indicators. There are significant psychological qualities useful to draw the outline of the future job and life performance of medical graduates.

  3. Mental imagery affects subsequent automatic defense responses

    Directory of Open Access Journals (Sweden)

    Muriel A Hagenaars

    2015-06-01

    Full Text Available Automatic defense responses promote survival and appropriate action under threat. They have also been associated with the development of threat-related psychiatric syndromes. Targeting such automatic responses during threat may be useful in populations with frequent threat exposure. Here, two experiments explored whether mental imagery as a pre-trauma manipulation could influence fear bradycardia (a core characteristic of freezing during subsequent analogue trauma (affective picture viewing. Image-based interventions have proven successful in the treatment of threat-related disorders, and are easily applicable. In Experiment 1 43 healthy participants were randomly assigned to an imagery script condition. Participants executed a passive viewing task with blocks of neutral, pleasant and unpleasant pictures after listening to an auditory script that was either related (with a positive or a negative outcome or unrelated to the unpleasant pictures from the passive viewing task. Heart rate was assessed during script listening and during passive viewing. Imagining negative related scripts resulted in greater bradycardia (neutral-unpleasant contrast than imagining positive scripts, especially unrelated. This effect was replicated in Experiment 2 (N = 51, again in the neutral-unpleasant contrast. An extra no-script condition showed that bradycardia was not induced by the negative related script, but rather that a positive script attenuated bradycardia. These preliminary results might indicate reduced vigilance after unrelated positive events. Future research should replicate these findings using a larger sample. Either way, the findings show that highly automatic defense behavior can be influenced by relatively simple mental imagery manipulations.

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

    Directory of Open Access Journals (Sweden)

    Meirav Hen

    2014-05-01

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

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

    OpenAIRE

    Meirav Hen; Marina Goroshit

    2014-01-01

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

  6. 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 ...

  7. Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry ("Traditional") and Graduate-Entry ("Nontraditional") Medical Students.

    Science.gov (United States)

    Feeley, Anne-Marie; Biggerstaff, Deborah L

    2015-01-01

    PHENOMENON: The literature on learning styles over many years has been replete with debate and disagreement. Researchers have yet to elucidate exactly which underlying constructs are measured by the many learning styles questionnaires available. Some academics question whether learning styles exist at all. When it comes to establishing the value of learning styles for medical students, a further issue emerges. The demographics of medical students in the United Kingdom have changed in recent years, so past studies may not be applicable to students today. We wanted to answer a very simple, practical question: what can the literature on learning styles tell us that we can use to help today's medical students succeed academically at medical school? We conducted a literature review to synthesise the available evidence on how two different aspects of learning-the way in which students like to receive information in a learning environment (termed learning "styles") and the motivations that drive their learning (termed learning "approaches")-can impact on medical students' academic achievement. Our review confirms that although learning "styles" do not correlate with exam performance, learning "approaches" do: those with "strategic" and "deep" approaches to learning (i.e., motivated to do well and motivated to learn deeply respectively) perform consistently better in medical school examinations. Changes in medical school entrant demographics in the past decade have not altered these correlations. Optimistically, our review reveals that students' learning approaches can change and more adaptive approaches may be learned. Insights: For educators wishing to help medical students succeed academically, current evidence demonstrates that helping students develop their own positive learning approach using "growth mind-set" is a more effective (and more feasible) than attempting to alter students' learning styles. This conclusion holds true for both "traditional" and graduate

  8. The Relationship Between Academic Identity and Self-Handicapping

    OpenAIRE

    Carlisle, Brandon Lamare

    2015-01-01

    The purpose of the present dissertation was to examine whether, and how, behavioral academic self-handicapping and claimed academic self-handicapping differentially relate to the academic identity statuses (i.e., achieved, diffused, moratorium, and foreclosed). Self-handicapping has been defined as creating or claiming obstacles to performance in order to enhance the ability to externalize failure and internalize success. Academic identity status involves a student’s decision to attend colleg...

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

    NARCIS (Netherlands)

    Pot, Anna; Weideman, Albert

    2015-01-01

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

  10. 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

  11. 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

  12. Successful ageing

    DEFF Research Database (Denmark)

    Bülow, Morten Hillgaard; Söderqvist, Thomas

    2014-01-01

    Since the late 1980s, the concept of ‘ successful ageing’ has set the frame for discourse about contemporary ageing research. Through an analysis of the reception to John W. Rowe and Robert L. Kahn's launch of the concept of ‘ successful ageing’ in 1987, this article maps out the important themes...... and discussions that have emerged from the interdisciplinary field of ageing research. These include an emphasis on interdisciplinarity; the interaction between biology, psycho-social contexts and lifestyle choices; the experiences of elderly people; life-course perspectives; optimisation and prevention...... strategies; and the importance of individual, societal and scientific conceptualisations and understandings of ageing. By presenting an account of the recent historical uses, interpretations and critiques of the concept, the article unfolds the practical and normative complexities of ‘ successful ageing’....

  13. Citation Success

    DEFF Research Database (Denmark)

    Vaio, Gianfranco Di; Waldenström, Daniel; Weisdorf, Jacob Louis

    2012-01-01

    This study examines the determinants of citation success among authors who have recently published their work in economic history journals. Besides offering clues about how to improve one's scientific impact, our citation analysis also sheds light on the state of the field of economic history...... find similar patterns when assessing the same authors' citation success in economics journals. As a novel feature, we demonstrate that the diffusion of research — publication of working papers, as well as conference and workshop presentations — has a first-order positive impact on the citation rate........ Consistent with our expectations, we find that full professors, authors appointed at economics and history departments, and authors working in Anglo-Saxon and German countries are more likely to receive citations than other scholars. Long and co-authored articles are also a factor for citation success. We...

  14. Academics and Citizens Working Together

    Science.gov (United States)

    Bogen, D., Jr.

    2017-12-01

    Traditionally Academics and citizens have contributed to each other lives but friction has always existed between the two. When there is a hostile relationship between community members and Academics, the collection of data suffers, which in returns hurts the potential solutions to community problems. Combining Community Based Participatory Research and the BISCO Community Organizing Model, {Listens, Identify, Research, offer solution}, these frictions can be limited, creating better working environments, and producing better data. Helping create and participating in workgroups, including NGO's, Academics and Citizens leaders, have produce better working environments. Using these methods within the work groups I observed, relationships being form between Academics and Citizens. Some of the relationships were both public and private. The workgroups that created space for professional and personal stories telling produced the most relationships. Listening and understand each other, before research have proven to be successful in producing trust between Academics and Citizens. When Academics and Citizens developed trust between themselves, each party respects the other limitation. Knowing each limitation is perhaps the most key element in working together, which eliminates over promises and culture hindrance within the community. It's amazing like getting the answers to the test before you take it. The project becomes richer in design, when there is trust in the process before it begins. Working together to eliminating potential road blocks ahead of time, enhance the project chances to produce, richer data.Academics cannot produce good data if citizens withhold information and citizens cannot solve their social ills if they do not have good data, in short we need each other.

  15. Citation Success

    DEFF Research Database (Denmark)

    Di Vaio, Gianfranco; Waldenström, Daniel; Weisdorf, Jacob Louis

    affects citations. In regard to author-specific characteristics, male authors, full professors and authors working economics or history departments, and authors employed in Anglo-Saxon countries, are more likely to get cited than others. As a ‘shortcut' to citation success, we find that research diffusion...

  16. Successful modeling?

    Science.gov (United States)

    Lomnitz, Cinna

    Tichelaar and Ruff [1989] propose to “estimate model variance in complicated geophysical problems,” including the determination of focal depth in earthquakes, by means of unconventional statistical methods such as bootstrapping. They are successful insofar as they are able to duplicate the results from more conventional procedures.

  17. Successful ageing

    DEFF Research Database (Denmark)

    Kusumastuti, Sasmita; Derks, Marloes G. M.; Tellier, Siri

    2016-01-01

    BACKGROUND: Ageing is accompanied by an increased risk of disease and a loss of functioning on several bodily and mental domains and some argue that maintaining health and functioning is essential for a successful old age. Paradoxically, studies have shown that overall wellbeing follows a curvili...

  18. ACADEMIC TRAINING

    CERN Multimedia

    Françoise Benz

    2002-01-01

    24, 25, 26 April LECTURE SERIES from 11.00 to 12.00 hrs - Auditorium, bldg. 500 Anti-Matter by R. LANDUA /CERN-EP Antiparticles are a crucial ingredient of particle physics and cosmology. More than 70 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? 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: as a tool in accelerators; as a probe inside atoms or nuclei; or as an object to study fundamental symmetries. In the third part, the lecture will focus on the experimental 'antimatter' programme at the Antiproton Decelerator (AD), with special emphysis on antihydrogen production and spectroscopy. The lecture will conclude with an outl...

  19. CEO age and gender: Subsequent market performance

    Directory of Open Access Journals (Sweden)

    Marcelo Eduardo

    2016-12-01

    Full Text Available The issue of CEO age and gender vs. concurrent performance is extensively examined, but the association with subsequent performance has limited treatment in the financial literature, and with conflicting findings. In the current study, we examine the association between CEO age and gender, and subsequent company market performance using a more recent set of observations and the standard four-factor model to estimate future cumulative abnormal shareholder returns. We find that subsequent abnormal shareholder returns are marginally significantly higher for female CEOs than for their male counterparts, but no material pattern is observed between CEO age and subsequent abnormal shareholder return performance.

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

    Science.gov (United States)

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

    2017-10-01

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

  1. Psychosocial Factors Predicting First-Year College Student Success

    Science.gov (United States)

    Krumrei-Mancuso, Elizabeth J.; Newton, Fred B.; Kim, Eunhee; Wilcox, Dan

    2013-01-01

    This study made use of a model of college success that involves students achieving academic goals and life satisfaction. Hierarchical regressions examined the role of six psychosocial factors for college success among 579 first-year college students. Academic self-efficacy and organization and attention to study were predictive of first semester…

  2. 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…

  3. 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…

  4. The Naturoptic Method for Safe Recovery of Vision: Mentored Tutoring, Earnings, Academic Entity Financial Resources Tool

    Science.gov (United States)

    Sambursky, Nicole D.; McLeod, Roger David; Silva, Sandra Helena

    2009-05-01

    This is a novel method for safely and naturally improving vision. with applications for minority, female, and academic entity, financial advantages. The patented Naturoptic Method is a simple system designed to work quickly, requiring only a minimal number of sessions for improvement. Our mentored and unique activities investigated these claims by implementing the Naturoptic method on ourselves over a period of time. Research was conducted at off campus locations with the inventor of the Naturoptic Method. Initial visual acuity and subsequent progress is self assessed, using standard Snellen Eye Charts. Research is designed to document improvements in vision with successive uses of the Naturoptic Method, as mentored teachers or Awardees of ``The Kaan Balam Matagamon Memorial Award,'' with net earnings shared by the designees, academic entities, the American Indians in Science and Engineering Society, AISES, or charity. The Board requires Awardees, its students, or affiliates, to sign non-disclosure agreements. 185/1526

  5. 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.

  6. Effects of Academic Mindsets on College Students' Achievement and Retention

    Science.gov (United States)

    Han, Cheon-woo; Farruggia, Susan P.; Moss, Thomas P.

    2017-01-01

    Noncognitive factors, such as academic self-efficacy, motivation, and sense of belonging, predict college students' academic performance and retention. It is unclear if varying profiles of academic mindset are differentially associated with student success. We examined first-year college students' academic mindsets (perceived academic…

  7. Machine learning methods in predicting the student academic motivation

    Directory of Open Access Journals (Sweden)

    Ivana Đurđević Babić

    2017-01-01

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

  8. Subsequent pregnancy outcome after previous foetal death

    NARCIS (Netherlands)

    Nijkamp, J. W.; Korteweg, F. J.; Holm, J. P.; Timmer, A.; Erwich, J. J. H. M.; van Pampus, M. G.

    Objective: A history of foetal death is a risk factor for complications and foetal death in subsequent pregnancies as most previous risk factors remain present and an underlying cause of death may recur. The purpose of this study was to evaluate subsequent pregnancy outcome after foetal death and to

  9. Wildland fire limits subsequent fire occurrence

    Science.gov (United States)

    Sean A. Parks; Carol Miller; Lisa M. Holsinger; Scott Baggett; Benjamin J. Bird

    2016-01-01

    Several aspects of wildland fire are moderated by site- and landscape-level vegetation changes caused by previous fire, thereby creating a dynamic where one fire exerts a regulatory control on subsequent fire. For example, wildland fire has been shown to regulate the size and severity of subsequent fire. However, wildland fire has the potential to influence...

  10. Pathways to Success for Michigan's Opportunity Youth

    Science.gov (United States)

    American Youth Policy Forum, 2015

    2015-01-01

    Each young person must navigate his/her own pathway into and through postsecondary education and the workforce to long-term success personalized to his/her own unique needs and desires. The pathway to long-term success is often articulated as a straight road through K-12 education into postsecondary education (either academic or technical…

  11. Modeling Student Success in Engineering Education

    Science.gov (United States)

    Jin, Qu

    2013-01-01

    In order for the United States to maintain its global competitiveness, the long-term success of our engineering students in specific courses, programs, and colleges is now, more than ever, an extremely high priority. Numerous studies have focused on factors that impact student success, namely academic performance, retention, and/or graduation.…

  12. 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.

  13. A Review of Subsequence Time Series Clustering

    Directory of Open Access Journals (Sweden)

    Seyedjamal Zolhavarieh

    2014-01-01

    Full Text Available Clustering of subsequence time series remains an open issue in time series clustering. Subsequence time series clustering is used in different fields, such as e-commerce, outlier detection, speech recognition, biological systems, DNA recognition, and text mining. One of the useful fields in the domain of subsequence time series clustering is pattern recognition. To improve this field, a sequence of time series data is used. This paper reviews some definitions and backgrounds related to subsequence time series clustering. The categorization of the literature reviews is divided into three groups: preproof, interproof, and postproof period. Moreover, various state-of-the-art approaches in performing subsequence time series clustering are discussed under each of the following categories. The strengths and weaknesses of the employed methods are evaluated as potential issues for future studies.

  14. A review of subsequence time series clustering.

    Science.gov (United States)

    Zolhavarieh, Seyedjamal; Aghabozorgi, Saeed; Teh, Ying Wah

    2014-01-01

    Clustering of subsequence time series remains an open issue in time series clustering. Subsequence time series clustering is used in different fields, such as e-commerce, outlier detection, speech recognition, biological systems, DNA recognition, and text mining. One of the useful fields in the domain of subsequence time series clustering is pattern recognition. To improve this field, a sequence of time series data is used. This paper reviews some definitions and backgrounds related to subsequence time series clustering. The categorization of the literature reviews is divided into three groups: preproof, interproof, and postproof period. Moreover, various state-of-the-art approaches in performing subsequence time series clustering are discussed under each of the following categories. The strengths and weaknesses of the employed methods are evaluated as potential issues for future studies.

  15. A Review of Subsequence Time Series Clustering

    Science.gov (United States)

    Teh, Ying Wah

    2014-01-01

    Clustering of subsequence time series remains an open issue in time series clustering. Subsequence time series clustering is used in different fields, such as e-commerce, outlier detection, speech recognition, biological systems, DNA recognition, and text mining. One of the useful fields in the domain of subsequence time series clustering is pattern recognition. To improve this field, a sequence of time series data is used. This paper reviews some definitions and backgrounds related to subsequence time series clustering. The categorization of the literature reviews is divided into three groups: preproof, interproof, and postproof period. Moreover, various state-of-the-art approaches in performing subsequence time series clustering are discussed under each of the following categories. The strengths and weaknesses of the employed methods are evaluated as potential issues for future studies. PMID:25140332

  16. 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.

  17. Pre-TOEFL guide academic English practice

    CERN Document Server

    Stirling, Bruce

    2017-01-01

    Preparing for TOEFL Do you plan to take TOEFL or IELTS but are not ready for the challenge? Do you need more practice? If you do, then this book is for you. It is also for those who just want to practice their academic English. Whatever your purpose, this book will give you the foundation in academic English you need for TOEFL and IELTS success.

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

    Science.gov (United States)

    Hen, Meirav; Goroshit, Marina

    2014-01-01

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

  19. 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.

  20. Child Self-Regulation, Parental Secure Base Scripts, and At-Risk Kindergartners' Academic Achievement

    Science.gov (United States)

    McLear, Caitlin; Trentacosta, Christopher J.; Smith-Darden, Joanne

    2016-01-01

    Research Findings: Early reading and mathematics skills predict later academic success, and child self-regulation and secure parent-child relationships are both predictors of early academic skills. Self-regulatory and family relationship factors have rarely been studied together as predictors of early academic success in populations of young…

  1. Barriers Approach to Innovation in Academic Libraries

    Directory of Open Access Journals (Sweden)

    Fu-Hsuan Chuang

    2016-11-01

    Full Text Available Innovation in academic libraries is not a brand new issue. Academic libraries can benefit from successful innovation, since innovation is a key contributor to gaining and sustaining competitive advantage for survival. Building on two case studies, 28 participants from leadership teams to practitioners are involved, the qualitative findings identified the specific two types of barriers that academic libraries face by applying a barriers approach to innovation, that’s, environmental and organizational barriers. Especially, seven dimensions of two types of barriers to innovation are found.

  2. Tritium sorption by cement and subsequent release

    International Nuclear Information System (INIS)

    Ono, F.; Tanaka, S.; Yamawaki, M.

    1994-01-01

    In a fusion reactor or tritium handling facilities, contamination of concrete by tritium and subsequent release from it to the reactor or experimental rooms is a matter of problem for safety control of tritium and management of operational environment. In order to evaluate these tritium behavior, interaction of tritiated water with concrete or cement should be clarified. In the present study, HTO sorption and subsequent release from cement were studied by combining various experimental methods. From the basic studies on tritium-cement interactions, it has become possible to evaluate tritium uptake by cement or concrete and subsequent tritium release behavior as well as tritium removing methods from them

  3. Twelve tips for creating an academic teaching portfolio.

    Science.gov (United States)

    Little-Wienert, Kim; Mazziotti, Mark

    2018-01-01

    An academic teaching portfolio is not only a requirement at many academic teaching institutions, but it is also important in a medical educator's growth and development through documentation, reflection, evaluation, and change. Creating an academic portfolio may appear daunting at first but with careful advanced preparation, organized evidence collection of your educational work, proof of scholarship, and thorough documentation of self-reflection and change, you can produce a successful product that accurately represents your educational beliefs, accomplishments, and growth throughout your career. This article provides medical educators with twelve steps for creating a successful academic teaching portfolio.

  4. 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.

  5. 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.

  6. 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...

  7. The Academic Adviser

    Science.gov (United States)

    Darling, Ruth

    2015-01-01

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

  8. Platelet function in patients with a history of unexplained recurrent miscarriage who subsequently miscarry again.

    LENUS (Irish Health Repository)

    Dempsey, Mark Anthony

    2015-05-01

    This study was designed to evaluate platelet aggregation in pregnant women with a history of unexplained recurrent miscarriage (RM) and to compare platelet function in such patients who go on to have either another subsequent miscarriage or a successful pregnancy.

  9. Student self-esteem and academic achievement

    Directory of Open Access Journals (Sweden)

    Milošević Nikoleta M.

    2005-01-01

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

  10. The physics of an academic career.

    Science.gov (United States)

    Lindsey, Merry L; de Castro Brás, Lisandra E

    2017-12-01

    We adopted well-known physics equations to illustrate concepts for developing a successful academic career plan. Formulas for distance, force, momentum, and power are used to explain how to define goals and set a pace that maximizes success potential. Formulas for synergy, balance, and stress are used to highlight common obstacles encountered by both junior (untenured and early career) and established faculty and provide ways to circumvent or limit damage from setbacks. Combined, these formulas provide tips for thriving in an academic environment.

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

    Science.gov (United States)

    Martin, Andrew J.

    2014-01-01

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

  12. Women chairs in academic medicine: engendering strategic intuition.

    Science.gov (United States)

    Isaac, Carol; Griffin, Lindsay

    2015-01-01

    Because stereotypically masculine behaviors are required for effective leadership, examining female chairs' leadership in academic medicine can provide insight into the complex ways in which gender impacts on their leadership practices. The paper aims to discuss this issue. The author interviewed three female clinical chairs and compared the findings to interviews with 28 of their faculty. Grounded theory analysis of the subsequent text gathered comprehensive, systematic, and in-depth information about this case of interest at a US top-tier academic medical center. Four of five themes from the faculty were consistent with the chair's narrative with modifications: Prior Environment (Motivated by Excellence), Tough, Direct, Transparent (Developing Trust), Communal Actions (Creating Diversity of Opinion), and Building Power through Consensus (an "Artful Exercise") with an additional theme, the Significance (and Insignificance) of a Female Chair. While faculty members were acutely aware of the chair's gender, the chairs paradoxically vacillated between gender being a "non-issue" and noting that male chairs "don't do laundry." All three female chairs in this study independently and explicitly stated that gender was not a barrier, yet intuitively used successful strategies derived from the research literature. This study suggests that while their gender was highlighted by faculty, these women dismissed gender as a "non-issue." The duality of gender for these three female leaders was both minimized and subtly affirmed.

  13. Women chairs in academic medicine: engendering strategic intuition

    Science.gov (United States)

    Isaac, Carol; Griffin, Lindsay

    2017-01-01

    Purpose Because stereotypically masculine behaviors are required for effective leadership, examining female chairs’ leadership in academic medicine can provide insight into the complex ways in which gender impacts on their leadership practices. The paper aims to discuss this issue. Design/methodology/approach The author interviewed three female clinical chairs and compared the findings to interviews with 28 of their faculty. Grounded theory analysis of the subsequent text gathered comprehensive, systematic, and in-depth information about this case of interest at a US top-tier academic medical center. Findings Four of five themes from the faculty were consistent with the chair’s narrative with modifications: Prior Environment (Motivated by Excellence), Tough, Direct, Transparent (Developing Trust), Communal Actions (Creating Diversity of Opinion), and Building Power through Consensus (an “Artful Exercise”) with an additional theme, the Significance (and Insignificance) of a Female Chair. While faculty members were acutely aware of the chair’s gender, the chairs paradoxically vacillated between gender being a “non-issue” and noting that male chairs “don’t do laundry.” All three female chairs in this study independently and explicitly stated that gender was not a barrier, yet intuitively used successful strategies derived from the research literature. Originality/value This study suggests that while their gender was highlighted by faculty, these women dismissed gender as a “non-issue.” The duality of gender for these three female leaders was both minimized and subtly affirmed. PMID:26045192

  14. Succession Planning in Australian Farming

    Directory of Open Access Journals (Sweden)

    John Hicks

    2012-11-01

    Full Text Available The theme of this paper is that succession planning in Australian farming is under-developed.It may be linked to economic and social change which suggests that farmers need to adapt togenerational change but this is being resisted or ignored. The implications of this are the slowdecline of family farming, a poor transfer of skills and knowledge to subsequent generationsof farmers in some parts of the agricultural sector and the potential for an extension of thefinancial services industry to develop a more effective raft of succession planning measuresto mitigate the effects of a traditional approach to succession in agriculture.

  15. Histopathologic changes in fallopian tubes subsequent to sterilization procedures.

    Science.gov (United States)

    Stock, R J

    1983-01-01

    Longitudinal serial and serial step sections of fallopian tubes from more than 100 patients, subsequent to tubal sterilization procedures, were examined. Thirteen of these patients had pregnancies following their sterilizations. The histologic findings at the previous surgical sites were compatible with what would be expected for a normal healing process. Evidence for a unique tubal epithelial process, as suggested by the terms "endosalpingiosis" or "recanalization," was lacking. Likewise, the author found no evidence of tuboperitoneal fistula formation and/or the subsequent occurrence of pregnancy secondary to localized endometriosis. The histologic notations of proximal luminal dilatation, plical attenuation, chronic inflammatory infiltrates with pseudopolyp formation, and the findings of plical thickening in the distal segment of remaining tube after an interruption type of procedure seem to be associated with the length of time from the sterilization procedure. These may be factors related to the apparent reduced success rate, with time, of microsurgical reanastomotic procedures.

  16. 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.

  17. 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.

  18. Embolisation of intracranial meningiomas without subsequent surgery

    International Nuclear Information System (INIS)

    Bendszus, M.; Solymosi, L.; Martin-Schrader, I.; Schlake, H.P.

    2003-01-01

    In an open, prospective study, we embolised intracranial meningiomas in seven patients, without subsequent surgery. Follow-up over a mean of 20 months included serial neurological examination, MRI and MR spectroscopy. Clinically, embolisation had no adverse effects. Symptomatic patients showed clinical improvement. On MRI marked tumour shrinkage occurred after embolisation in six patients, and was most pronounced during the first 6 months. In a young boy the tumour was unchanged despite complete angiographic devascularisation. Embolisation without subsequent surgery may cause substantial tumour shrinkage and thus be used in selected in patients. However, thorough follow-up is mandatory to ascertain the effects of embolisation. (orig.)

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

    Science.gov (United States)

    Lee, Wincy Wing Sze

    2017-10-01

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

  20. International student adaptation to academic writing in higher education

    CERN Document Server

    Tran, Ly Thi

    2013-01-01

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

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

    OpenAIRE

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

    2010-01-01

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

  2. Bilingual asynchronous online discussion groups: design and delivery of an eLearning distance study module for nurse academics in a developing country.

    Science.gov (United States)

    Lewis, Peter A; Mai, Van Anh Thi; Gray, Genevieve

    2012-04-01

    The advent of eLearning has seen online discussion forums widely used in both undergraduate and postgraduate nursing education. This paper reports an Australian university experience of design, delivery and redevelopment of a distance education module developed for Vietnamese nurse academics. The teaching experience of Vietnamese nurse academics is mixed and frequently limited. It was decided that the distance module should attempt to utilise the experience of senior Vietnamese nurse academics - asynchronous online discussion groups were used to facilitate this. Online discussion occurred in both Vietnamese and English and was moderated by an Australian academic working alongside a Vietnamese translator. This paper will discuss the design of an online learning environment for foreign correspondents, the resources and translation required to maximise the success of asynchronous online discussion groups, as well as the rationale of delivering complex content in a foreign language. While specifically addressing the first iteration of the first distance module designed, this paper will also address subsequent changes made for the second iteration of the module and comment on their success. While a translator is clearly a key component of success, the elements of simplicity and clarity combined with supportive online moderation must not be overlooked. Copyright © 2011 Elsevier Ltd. All rights reserved.

  3. The Resident Academic Project Program: A Structured Approach to Inspiring Academic Development During Residency Training.

    Science.gov (United States)

    Eckert, Jill; Vaida, Sonia J; Bezinover, Dmitri; McCloskey, Diane E; Mets, Berend

    2016-02-15

    We report the successful implementation of structured resident academic projects in our Department of Anesthesiology at the Penn State Hershey Medical Center. Beginning with the graduating class of 2010, we adopted an expectation that each resident complete a project that results in a manuscript of publishable quality. Defining a clear timeline for all steps in the project and providing research education, as well as the necessary infrastructure and ongoing support, has helped grow the academic productivity of our anesthesia residents.

  4. Hypokalaemia and subsequent hyperkalaemia in hospitalized patients

    NARCIS (Netherlands)

    M.J. Crop (Meindert); E.J. Hoorn (Ewout); J. Lindemans (Jan); R. Zietse (Bob)

    2007-01-01

    textabstractBackground. The objective was to study the epidemiology of hypokalaemia [serum potassium concentration (SK) <3.5 mmol/l] in a general hospital population, specifically focusing on how often and why patients develop subsequent hyperkalaemia (SK<5.0 mmol/l). Methods. In a 3-month

  5. Subsequent childbirth after a previous traumatic birth.

    Science.gov (United States)

    Beck, Cheryl Tatano; Watson, Sue

    2010-01-01

    Nine percent of new mothers in the United States who participated in the Listening to Mothers II Postpartum Survey screened positive for meeting the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition criteria for posttraumatic stress disorder after childbirth. Women who have had a traumatic birth experience report fewer subsequent children and a longer length of time before their second baby. Childbirth-related posttraumatic stress disorder impacts couples' physical relationship, communication, conflict, emotions, and bonding with their children. The purpose of this study was to describe the meaning of women's experiences of a subsequent childbirth after a previous traumatic birth. Phenomenology was the research design used. An international sample of 35 women participated in this Internet study. Women were asked, "Please describe in as much detail as you can remember your subsequent pregnancy, labor, and delivery following your previous traumatic birth." Colaizzi's phenomenological data analysis approach was used to analyze the stories of the 35 women. Data analysis yielded four themes: (a) riding the turbulent wave of panic during pregnancy; (b) strategizing: attempts to reclaim their body and complete the journey to motherhood; (c) bringing reverence to the birthing process and empowering women; and (d) still elusive: the longed-for healing birth experience. Subsequent childbirth after a previous birth trauma has the potential to either heal or retraumatize women. During pregnancy, women need permission and encouragement to grieve their prior traumatic births to help remove the burden of their invisible pain.

  6. Subsequent Reproductive Performance in Survivors of Complicated ...

    African Journals Online (AJOL)

    Objective To study the subsequent reproductive performance of women who had undergone complicated abortions. Materials and Methods Attempts were made to trace 299 survivors of complicated abortions from an earlier study. Their contact telephone numbers and addresses had been recorded at the time of initial ...

  7. 75 FR 346 - Proposed Subsequent Arrangement

    Science.gov (United States)

    2010-01-05

    ... Uses of Nuclear Energy. This subsequent arrangement concerns the retransfer of 28,409 kg of U.S.-origin... Fuels in Kanakawa-ken, Japan. The material, which is currently located at Cameco, Port Hope, Ontario, will be transferred to Global Nuclear Fuel, Kanakawa-ken, Japan to be fabricated into fuel pellets and...

  8. 78 FR 72072 - Proposed Subsequent Arrangement

    Science.gov (United States)

    2013-12-02

    ... g of U.S.-origin atomized low-enriched uranium-7wt. % molybdenum powder, containing 365.638 g in the..., which is located at and was prepared by KAERI, will be used for the irradiation test of full-size fuel... subsequent arrangement concerning the retransfer of nuclear material of United States origin will not be...

  9. 78 FR 40131 - Proposed Subsequent Arrangement

    Science.gov (United States)

    2013-07-03

    ... INFORMATION: This subsequent arrangement concerns the retransfer of 302,188 kg of U.S.-origin natural uranium..., Saskatchewan, Canada, to Springfields Fuels Ltd. in Lancashire, United Kingdom. The material, which is... arrangement concerning the retransfer of nuclear material of United States origin will not be inimical to the...

  10. Growing Your Own: developing leaders through succession planning

    Directory of Open Access Journals (Sweden)

    Anne Murray

    2007-12-01

    Full Text Available Few professions have spent as much time contemplating their present and future as have academic librarians. Conspicuous by its absence until recently has been any systematic discussion of leadership, and more specifically the process of succession planning. In this paper I will argue that neglect of succession planning reflects a series of widespread assumptions which, even if once valid, can no longer inform strategic planning for academic libraries. Although it is clear that there are risks attached to succession planning, the experience of Cambridge University Library highlights both the need for such an exercise and the advantages that it can bring to the profession of academic librarianship as a whole.

  11. Marketing Academics' Perceptions of the Peer Review Process

    Science.gov (United States)

    Bailey, Charles D.; Hair, Joe F.; Hermanson, Dana R.; Crittenden, Victoria L.

    2012-01-01

    Publication in refereed journals is critical to career success for most marketing faculty members, and the peer review process is the gatekeeper for a refereed journal. The study reported here examines marketing academics' perceptions of this peer review process. Based on responses from 653 marketing academics, we find favorable overall…

  12. The Relationship between Religiosity and Academic Performance amongst Accounting Students

    Science.gov (United States)

    Zubairu, Umaru Mustapha; Sakariyau, Olalekan Busra

    2016-01-01

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

  13. Sexual Harassment, Self Esteem and Academic Engagement as ...

    African Journals Online (AJOL)

    The purpose of the present study was to investigate the extent to which sexual harassment, self-esteem, and academic engagement predict academic success of female secondary school students in Gondar city. Correlational design was employed to answer the research questions raised. Respondents were 366 female ...

  14. Projecting Project Management's Future within the Academic Landscape

    Science.gov (United States)

    Halfond, Jay A.

    2011-01-01

    U.S. universities have had century-long success in absorbing existing professions into their curricula--by making academe their gatekeeper. These professions often started with apprenticeships and short training courses leading to a certification examination--and were then elevated and "academized" into a comprehensive body of knowledge,…

  15. The Academic Self-Schema: An Experimental Illustration.

    Science.gov (United States)

    Martinot, Delphine; Monteil, Jean-Marc

    1995-01-01

    Existence of an academic self-schema was studied with 142 French eighth and ninth graders and 50 high school students. Both success and failure schemas appeared to exist, but the academic failure schema was only observed for the variable self-description time. (SLD)

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

    African Journals Online (AJOL)

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

  17. Personality Type and Academic Achievement of Secondary School Students

    Science.gov (United States)

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

    2014-01-01

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

  18. Academic Librarians, Professional Literature, and New Technologies: A Survey

    Science.gov (United States)

    Hardesty, Skye; Sugarman, Tammy

    2007-01-01

    Keeping abreast of professional literature and the latest trends is critical for academic librarians to be successful, but in a time of information glut, are librarians achieving this? Over seven hundred academic librarians responded to this survey and inform us about their use of both traditional methods and new technologies to stay current.

  19. 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.

  20. Acesso e sucesso no Ensino Superior em Portugal: questões de género, origem sócio-cultural e percurso académico dos alunos Access and success in higher education in Portugal: issues of gender, sociocultural origin and students' academic path

    Directory of Open Access Journals (Sweden)

    Leandro S. Almeida

    2006-01-01

    Full Text Available Analisa-se o impacto do sexo e da origem sócio-cultural na nota de candidatura e nos cursos escolhidos no Ensino Superior, assim como nas dificuldades antecipadas e no rendimento académico no final do 1º ano de frequência universitária. O estudo tomou 1407 estudantes da Universidade do Minho. Os resultados apontam que o sexo, a par do nível sócio-cultural das famílias, influencia a escolha de cursos (mais estudantes do sexo feminino e das classes mais desfavorecidas frequentam cursos de ciências sociais, ao passo que mais estudantes do sexo masculino e das classes mais favorecidas o fazem em cursos de engenharia. Verifica-se ainda que os estudantes do sexo feminino e mais favorecidos socialmente apresentam notas mais elevadas de candidatura ao Ensino Superior e na média no final do 1º ano. Em relação às dificuldades antecipadas, os estudantes do sexo feminino e dos cursos de ciências sociais e económicas antecipam mais dificuldades interpessoais, enquanto os alunos do sexo masculino e a frequentar cursos de engenharia e de ciências económicas o revelam em relação à aprendizagem e à organização das tarefas diárias. A antecipação de dificuldades de aprendizagem relaciona-se ainda de forma negativa e estatisticamente significativa tanto com a nota de ingresso como com a média no final do 1º ano.We analyse the impact of gender and sociocultural origin of freshmen from their college entrance exam scores and chosen undergraduate courses, as well the anticipation of difficulties in academic adaptation, and in academic success, at the end of their first year in college. The study's sample consists of 1407 freshman students from the Universidade do Minho. Results show that gender and sociocultural family background influence the courses that are chosen (most female students and students from less advantaged social class origins attended Social Science courses, whereas most male students and students from more advantaged

  1. Academic nuclear engineering education - the Dutch way

    International Nuclear Information System (INIS)

    Wallerbos, E.J.M.; Geemert, R. van

    1997-01-01

    The academic nuclear engineering educational program in the Netherlands aims not only to give students a thorough knowledge of reactor physics but also to train them in practical skills and presentation techniques. These three aspects are important to become a successful nuclear engineer. (author)

  2. Active Listening Strategies of Academically Successful University Students

    OpenAIRE

    Canpolat, Murat; Kuzu, Sekvan; Yıldırım, Bilal; CANPOLAT, Sevilay

    2015-01-01

    Problem Statement:In formal educational environments, the quality of student listening affects learning considerably. Students who areuninterested in a lesson listen reluctantly, wanting time to pass quickly andthe classto end as soon as possible. In such situations, students become passive and, thoughappearing to be listening, will not use listening strategies that promote productive and permanent learning. By contrast, when students willingly participate in lessonsby listening to instructor...

  3. Active Listening Strategies of Academically Successful University Students

    Science.gov (United States)

    Canpolat, Murat; Kuzu, Sekvan; Yildirim, Bilal; Canpolat, Sevilay

    2015-01-01

    Problem Statement: In formal educational environments, the quality of student listening affects learning considerably. Students who are uninterested in a lesson listen reluctantly, wanting time to pass quickly and the class to end as soon as possible. In such situations, students become passive and, though appearing to be listening, will not use…

  4. METACOGNITION AND INTELLIGENCE AS PREDICTORS OF ACADEMIC SUCCESS

    OpenAIRE

    Vrdoljak, Gabrijela; Velki, Tena

    2012-01-01

    Schraw and Mohsman (1995; according to Schraw, Crippen and Hartley, 2006) define metacognition as the knowledge and regulation of cognitive processes. Unlike cognition, which only involves the execution of tasks, metacognition encompasses the understanding of how a task is accomplished. Metacognitive processes are important because they bring about conceptual changes in learning, thus enabling longer retention and different application of the material. In various studies, cognitive abilities ...

  5. How Do Academically Successful Pasifika Students Perceive Task Value?

    Science.gov (United States)

    Tait, Kirstin; Horsley, Jenny; Tait, Carolyn

    2016-01-01

    Pasifika students are a minority group in New Zealand education who are at risk of underachievement. This article examines how five high achieving Pasifika students reported the factors that contribute to the task value of the New Zealand Qualifications Authority (NZQA) Scholarship. It uses expectancy value theory to consider motivation through…

  6. Succession Planning In Academic Libraries In Owerri, Imo State ...

    African Journals Online (AJOL)

    Information Manager (The). Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 10, No 1-2 (2010) >. Log in or Register to get access to full text downloads.

  7. Barriers to success for female physicians in academic medicine

    Directory of Open Access Journals (Sweden)

    Ashley C. Wietsma

    2014-07-01

    Full Text Available Despite the fact that women now comprise half of the medical student and resident populations, women remain underrepresented in prominent leadership positions in academia. Women are challenging themselves to live up to the expectations of their professional peers, society, and their patients in order to ‘have it all.’ These pressures are leading to professional and personal dissatisfaction. Is this a problem that will resolve itself as the younger generations of female physicians graduate into faculty positions, or does it require more attention from both male and female medical professionals?

  8. Barriers to success for female physicians in academic medicine.

    Science.gov (United States)

    Wietsma, Ashley C

    2014-01-01

    Despite the fact that women now comprise half of the medical student and resident populations, women remain underrepresented in prominent leadership positions in academia. Women are challenging themselves to live up to the expectations of their professional peers, society, and their patients in order to 'have it all.' These pressures are leading to professional and personal dissatisfaction. Is this a problem that will resolve itself as the younger generations of female physicians graduate into faculty positions, or does it require more attention from both male and female medical professionals?

  9. A Course Specific Perspective in the Prediction of Academic Success.

    Science.gov (United States)

    Beaulieu, R. P.

    1990-01-01

    Students (N=94) enrolled in a senior-level management course over six semesters were used to investigate the ability of four measures from two industrial tests to predict course performance. The resulting multiple regression equation with four predictors could accurately predict achievement of males, but not of females. (Author/TE)

  10. Mentoring women in academic surgery: overcoming institutional barriers to success.

    Science.gov (United States)

    Hoover, Eddie L

    2006-09-01

    Women now comprise 50% of Caucasian matriculants to medical school; 66.6% of African Americans, 48% of Hispanics and 51.3% of Asians beginning medical school are also women. This trend is likely to continue since women now earn 57% of all undergraduate degrees, and they earn more degrees in the health professions and biological sciences than men. Black and Hispanic women now earn 66% and 60% of bachelor's degrees in their respective ethnic groups. Overall, women are concentrated at the lowest faculty ranks at medical schools, with 70% holding the rank of instructor or assistant professor. Women continue to experience difficulty with recruitment, retention, promotion and pay issues compared to men. They also experience additional gender-specific issues, including primary responsibility for rearing families and quality-of-life issues in some specialties, including most of the surgical disciplines. Clearly, there is an evolving population shift at work here; the pool of candidates for medical school faculty positions is likely to be evenly split between men and women for Caucasians, Hispanics and Asians, while the African-American pool is likely heavily weighted in favor of the women. Women are beginning to garner more Latin honors recognition at graduation as well and the definition of the "best and the brightest" is being redefined. Therefore, institutions must continue to identify the barriers that deter women from entering surgery, to develop research tools to understand how to improve the process of developing leadership skills among women and to insure a "buy-in" of their male counterparts when components of the plan are being implemented.

  11. THE CRITICAL PEDAGOGY AND THE ACADEMIC SUCCESS FOR EVERYONE

    Directory of Open Access Journals (Sweden)

    Adriana Aubert

    2009-11-01

    Full Text Available Sometimes, some sectors of the critical pedagogy opposed social transformation-driven schools against measurable assessment. However, the number of educationalprojects that overcome this dualism is growing in Europe; the collaboration betweenboth discourses do not imply a decrease of the strength any of them in order to giveroom to the other, but instead both gain in intensity. On the one hand, these are criticalpedagogy projects rigorously based upon the social and educational transformativetheories. On the other hand, these projects succeed in improving the results of all thechildren, both the results measurable with all kinds of evaluations and the nonmeasurableresults, but yet assessable through the debate and dialogue among everyoneinvolved: the social transformation of the environment created by the critical pedagogyorientation of these projects improves the measurable and non-measurable results.

  12. Factors of academic procrastination

    OpenAIRE

    Kranjec, Eva; Košir, Katja; Komidar, Luka

    2017-01-01

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

  13. Benchmarking in academic pharmacy departments.

    Science.gov (United States)

    Bosso, John A; Chisholm-Burns, Marie; Nappi, Jean; Gubbins, Paul O; Ross, Leigh Ann

    2010-10-11

    Benchmarking in academic pharmacy, and recommendations for the potential uses of benchmarking in academic pharmacy departments are discussed in this paper. Benchmarking is the process by which practices, procedures, and performance metrics are compared to an established standard or best practice. Many businesses and industries use benchmarking to compare processes and outcomes, and ultimately plan for improvement. Institutions of higher learning have embraced benchmarking practices to facilitate measuring the quality of their educational and research programs. Benchmarking is used internally as well to justify the allocation of institutional resources or to mediate among competing demands for additional program staff or space. Surveying all chairs of academic pharmacy departments to explore benchmarking issues such as department size and composition, as well as faculty teaching, scholarly, and service productivity, could provide valuable information. To date, attempts to gather this data have had limited success. We believe this information is potentially important, urge that efforts to gather it should be continued, and offer suggestions to achieve full participation.

  14. Reinventing the academic health center.

    Science.gov (United States)

    Kirch, Darrell G; Grigsby, R Kevin; Zolko, Wayne W; Moskowitz, Jay; Hefner, David S; Souba, Wiley W; Carubia, Josephine M; Baron, Steven D

    2005-11-01

    Academic health centers have faced well-documented internal and external challenges over the last decade, putting pressure on organizational leaders to develop new strategies to improve performance while simultaneously addressing employee morale, patient satisfaction, educational outcomes, and research growth. In the aftermath of a failed merger, new leaders of The Pennsylvania State University College of Medicine and Milton S. Hershey Medical Center encountered a climate of readiness for a transformational change. In a case study of this process, nine critical success factors are described that contributed to significant performance improvement: performing a campus-wide cultural assessment and acting decisively on the results; making values explicit and active in everyday decisions; aligning corporate structure and governance to unify the academic enterprise and health system; aligning the next tier of administrative structure and function; fostering collaboration and accountability-the creation of unified campus teams; articulating a succinct, highly focused, and compelling vision and strategic plan; using the tools of mission-based management to realign resources; focusing leadership recruitment on organizational fit; and "growing your own" through broad-based leadership development. Outcomes assessment data for academic, research, and clinical performance showed significant gains between 2000 and 2004. Organizational transformation as a result of the nine factors is possible in other institutional settings and can facilitate a focus on crucial quality initiatives.

  15. 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

  16. Reactions to abortion and subsequent mental health.

    Science.gov (United States)

    Fergusson, David M; Horwood, L John; Boden, Joseph M

    2009-11-01

    There has been continued interest in the extent to which women have positive and negative reactions to abortion. To document emotional reactions to abortion, and to examine the links between reactions to abortion and subsequent mental health outcomes. Data were gathered on the pregnancy and mental health history of a birth cohort of over 500 women studied to the age of 30. Abortion was associated with high rates of both positive and negative emotional reactions; however, nearly 90% of respondents believed that the abortion was the right decision. Analyses showed that the number of negative responses to the abortion was associated with increased levels of subsequent mental health disorders (Pabortion and reporting negative reactions had rates of mental health disorders that were approximately 1.4-1.8 times higher than those not having an abortion. Abortion was associated with both positive and negative emotional reactions. The extent of negative emotional reactions appeared to modify the links between abortion and subsequent mental health problems.

  17. 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...

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

    OpenAIRE

    Özkan KIRMIZI

    2015-01-01

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

  19. 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.

  20. Longitudinal and concurrent links between memory span, anxiety symptoms, and subsequent executive functioning in young children

    Directory of Open Access Journals (Sweden)

    Laura eVisu-Petra

    2014-05-01

    Full Text Available It has been conjectured that basic individual differences in attentional control influence higher-level executive functioning and subsequent academic performance in children. The current study sets out to complement the limited body of research on early precursors of executive functions. It provides both a cross-sectional, as well as a longitudinal exploration of the relationship between executive functions and more basic attentional control mechanisms, assessed via children’s performance on memory storage tasks, and influenced by individual differences in anxiety. Multiple measures of verbal and visuospatial short-term memory (STM were administered to children between 3 and 6 years old, alongside a nonverbal measure of intelligence, and a parental report of anxiety symptoms. After 9 months, children were re-tested on the same STM measures, at which time we also administered multiple measures of executive functioning: verbal and visuospatial working memory (WM, inhibition, and shifting. A cross-sectional view of STM development indicated that between 3 and 6 years the trajectory of visuospatial STM and executive functions underwent a gradual linear improvement. However, between 5 and 6 years progress in verbal STM performance stagnated. Hierarchical regression models revealed that trait anxiety was negatively associated with WM and shifting, while nonverbal intelligence was positively related to WM span. When age, gender, nonverbal intelligence, and anxiety were controlled for, STM (measured at the first assessment was a very good predictor of overall executive performance. The models were most successful in predicting WM, followed by shifting, yet poorly predicted inhibition measures. Further longitudinal research is needed to directly address the contribution of attentional control mechanisms to emerging executive functioning and to the development of problematic behavior during early development.