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Journal articles on the topic 'Academic ability'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

ESHEL, YOHANAN, and JENNY KURMAN. "ACADEMIC SELF-CONCEPT, ACCURACY OF PERCEIVED ABILITY AND ACADEMIC ATTAINMENT." British Journal of Educational Psychology 61, no. 2 (June 1991): 187–96. http://dx.doi.org/10.1111/j.2044-8279.1991.tb00974.x.

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2

Walton, Gregory M., and Steven J. Spencer. "Latent Ability." Psychological Science 20, no. 9 (September 2009): 1132–39. http://dx.doi.org/10.1111/j.1467-9280.2009.02417.x.

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Past research has assumed that group differences in academic performance entirely reflect genuine differences in ability. In contrast, extending research on stereotype threat, we suggest that standard measures of academic performance are biased against non-Asian ethnic minorities and against women in quantitative fields. This bias results not from the content of performance measures, but from the context in which they are assessed—from psychological threats in common academic environments, which depress the performances of people targeted by negative intellectual stereotypes. Like the time of a track star running into a stiff headwind, such performances underestimate the true ability of stereotyped students. Two meta-analyses, combining data from 18,976 students in five countries, tested this latent-ability hypothesis. Both meta-analyses found that, under conditions that reduce psychological threat, stereotyped students performed better than nonstereotyped students at the same level of past performance. We discuss implications for the interpretation of and remedies for achievement gaps.

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3

Kudomi, Yoshiyuki. "A Discussion on “The Academic Ability”." TRENDS IN THE SCIENCES 7, no. 1 (2002): 76–77. http://dx.doi.org/10.5363/tits.7.76.

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4

Rohde, Treena Eileen, and Lee Anne Thompson. "Predicting academic achievement with cognitive ability." Intelligence 35, no. 1 (January 2007): 83–92. http://dx.doi.org/10.1016/j.intell.2006.05.004.

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5

Mboya, Mzobanzi M. "Self-Concept of Academic Ability: Relations with Gender and Academic Achievement." Perceptual and Motor Skills 77, no. 3_suppl (December 1993): 1131–37. http://dx.doi.org/10.2466/pms.1993.77.3f.1131.

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For a sample of 440 tenth-grade students, measures were collected to assess the self-concept of academic ability and academic achievement. Self-concept of academic ability was measured by Brookover's Self-concept of Academic Ability (General) Scale and academic achievement by the California Achievement Test. Gills had a higher mean score on self-concept of academic ability and on academic achievement than did boys. A significant positive relationship was found between self-concept of academic ability and academic achievement between boys and girls but the magnitude of the relationship between the two variables was stronger among girls than among boys.

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6

Ahmad, Nuzhat, and Most Aeysha Sultana. "Effects of metacognitive ability and selective attention ability on academic performance of adolescents." Dhaka University Journal of Biological Sciences 30, no. 1 (February 3, 2021): 59–67. http://dx.doi.org/10.3329/dujbs.v30i1.51809.

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The present study investigated the effect of metacognitive ability and selective attention on academic achievement; whether selective attention and metacognitive ability influence a student’s academic achievement and whether all these three variables vary across gender. Three hundred adolescents were selected conveniently and purposively among which 150 were females and another 150 were males. Participant’s metacognitive ability was measured by using a Bangla translated version of Metacognitive Skill Scale (MCT); and selective attention was measured by a Bangla version of the Stroop Color and Word Test (SCWT). Their academic achievement was assessed by their GPA in previous class examination. The results showed that all these variables were significantly correlated with each other. Metacognitive ability and selective attention were the strong predictors of academic achievement. Significant difference in selective attention was also found across gender where females outperformed males. But no significant difference between males and females was found for the metacognitive ability and academic achievement. Dhaka Univ. J. Biol. Sci. 30(1): 59-67, 2021 (January)

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7

Crocker, A. C., and R. G. Cheeseman. "The Ability of Young Children to Rank Themselves for Academic Ability." Educational Studies 14, no. 1 (January 1988): 105–10. http://dx.doi.org/10.1080/0305569880140110.

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8

ISMIRAWATI, Nur, Aloysius Duran COREBIMA, Siti ZUBAIDAH, and Istamar SYAMSURI. "ERCoRe Learning Model Potential for Enhancing Student Retention among Different Academic Ability." Eurasian Journal of Educational Research 18, no. 77 (October 19, 2018): 1–16. http://dx.doi.org/10.14689/ejer.2018.77.2.

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9

Åstebro, Thomas, Serguey Braguinsky, Pontus Braunerhjelm, and Anders Broström. "Academic Entrepreneurship: The Bayh-Dole Act versus the Professor’s Privilege." ILR Review 72, no. 5 (December 10, 2018): 1094–122. http://dx.doi.org/10.1177/0019793918819809.

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Is the Bayh-Dole intellectual property regime associated with more and better academic entrepreneurship than the Professor’s Privilege regime? The authors examine data on US PhDs in the natural sciences, engineering, and medical fields who became entrepreneurs in 1993–2006 and compare this to similar data from Sweden. They find that, in both countries, those with an academic background have lower rates of entry into entrepreneurship than do those with a non-academic background. The relative rate of academics starting entrepreneurial firms is slightly lower in the United States than in Sweden. Moreover, the mean economic gains from becoming an entrepreneur are negative, both for PhDs originating in academia and for non-academic settings in both countries. Analysis indicates that selection into entrepreneurship occurs from the lower part of the ability distribution among academics. The results suggest that policies supporting entrepreneurial decisions by younger, tenure-track academics may be more effective than are general incentives to increase academic entrepreneurship.

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10

Marjoribanks, Kevin. "Family and Ability Correlates of Academic Achievement." Psychological Reports 89, no. 3 (December 2001): 510–12. http://dx.doi.org/10.2466/pr0.2001.89.3.510.

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Relationships were examined among family social status, family learning environments, intellectual ability, and the mathematics and word achievement of boys and girls. Data were collected from 516 (250 boys, 266 girls) 11-yr.-old Australian children and their parents. Analysis indicated that the relationships between the predictor and achievement variables varied for boys and girls and differed depending on the achievement measure being examined. Generally, the family and ability measures combined to have large associations with word scores, while intellectual ability was the only significant predictor of mathematics achievement.

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11

Dimitrov, Dimiter M., Tenko Raykov, and Abdullah Ali AL-Qataee. "Developing a Measure of General Academic Ability." Educational and Psychological Measurement 75, no. 3 (July 14, 2014): 475–90. http://dx.doi.org/10.1177/0013164414543179.

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12

Parker, Rupert, Laurence Hodierne, Elizabeth S. Anderson, Robert SM Davies, and Marianne Elloy. "Academic ability and teamworking in medical students." Clinical Teacher 16, no. 3 (May 28, 2018): 209–13. http://dx.doi.org/10.1111/tct.12800.

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13

Bacete, Francisco-Juan García, and Lidón Villanueva Badenes. "Family and Ability Correlates of Academic Grades." Psychological Reports 92, no. 3 (June 2003): 858–60. http://dx.doi.org/10.2466/pr0.2003.92.3.858.

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In a continuation of Marjoribanks' study (2001) of 150 seventh grade students, relationships among Family Social Status, Parent Involvement, Parent Cultural Level, Intellectual Ability, and Global Grades were examined. Analysis showed different predictive models for boys and girls. An important finding is that the predictor variables of grades are different from standardized academic achievement.

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14

MARJORIBANKS, KEVIN. "FAMILY AND ABILITY CORRELATES OF ACADEMIC ACHIEVEMENT." Psychological Reports 89, no. 7 (2001): 510. http://dx.doi.org/10.2466/pr0.89.7.510-512.

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15

Peters, Michael, Peter Chisholm, and Bruno Laeng. "Spatial Ability, Student Gender, and Academic Performance." Journal of Engineering Education 84, no. 1 (January 1995): 69–73. http://dx.doi.org/10.1002/j.2168-9830.1995.tb00148.x.

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16

Bonaccio, Silvia, Charlie L. Reeve, and Jordan Lyerly. "Academic entitlement: Its personality and general mental ability correlates, and academic consequences." Personality and Individual Differences 102 (November 2016): 211–16. http://dx.doi.org/10.1016/j.paid.2016.07.012.

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17

Soejoto, Ady, Lucky Rachmawati, and Retno Mustika Dewi. "PENGARUH PERMINTAAN TERHADAP OUTCOME SEKOLAH MENENGAH ATAS DI KOTA SURABAYA." JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN 2, no. 1 (March 18, 2017): 17. http://dx.doi.org/10.26740/jepk.v2n1.p17-28.

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This research aim to determine the effect of demand on high school outcomes. The results showed the economic, demographic, educational and social environment have a significant effect on the academics ability. Partially no positive influence of economic factors and academic ability but the effect is not significant, a significant positive influence factor is education of parents. The higher the parents 'education level the higher the students' academic abilities. further more significant negative influence of demographic, social environment while having no effect on students' academic abilities. Another finding no direct effect on the economic demographics, but no effect indirectly on academic ability

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18

Wessel, Roger D., Carolyn L. Bell, John D. McPherson, Michael T. Costello, and Jim A. Jones. "Academic Disqualification and Persistence to Graduation by Financial Aid Category and Academic Ability." Journal of College Student Retention: Research, Theory & Practice 8, no. 2 (August 2006): 185–98. http://dx.doi.org/10.2190/0w0k-l75b-hjjw-fllx.

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19

Parish, Colin. "Less focus on academic ability cuts attrition rates." Nursing Standard 17, no. 51 (September 3, 2003): 5. http://dx.doi.org/10.7748/ns.17.51.5.s4.

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20

Simpson, Sharon M., Barbara G. Licht, Richard K. Wagner, and Sandra R. Stader. "Organization of children's academic ability-related self-perceptions." Journal of Educational Psychology 88, no. 3 (1996): 387–96. http://dx.doi.org/10.1037/0022-0663.88.3.387.

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21

Marjoribanks, Kevin. "Ability, Family Study Environments and Children's Academic Achievement." Psychological Reports 66, no. 3_suppl (December 1990): 1170. http://dx.doi.org/10.2466/pr0.1990.66.3c.1170.

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22

Leeson, Peter, Joseph Ciarrochi, and Patrick C. L. Heaven. "Cognitive ability, personality, and academic performance in adolescence." Personality and Individual Differences 45, no. 7 (November 2008): 630–35. http://dx.doi.org/10.1016/j.paid.2008.07.006.

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23

Minkley, N., D. M. Westerholt, and W. H. Kirchner. "Academic self-concept of ability and cortisol reactivity." Anxiety, Stress, & Coping 27, no. 3 (November 13, 2013): 303–16. http://dx.doi.org/10.1080/10615806.2013.848273.

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24

MARJORIBANKS, KEVIN. "ABILITY, FAMILY STUDY ENVIRONMENTS AND CHILDREN'S ACADEMIC ACHIEVEMENT." Psychological Reports 66, no. 3 (1990): 1170. http://dx.doi.org/10.2466/pr0.66.3.1170-1170.

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25

MARJORIBANKS, KEVIN. "ABILITY, FAMILY STUDY ENVIRONMENTS AND CHILDREN'S ACADEMIC ACHIEVEMENT." Psychological Reports 66, no. 4 (1990): 1170. http://dx.doi.org/10.2466/pr0.66.4.1170-1170.

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26

Lay, Robert, and Julie Wakstein. "Race, academic achievement, and self-concept of ability." Research in Higher Education 22, no. 1 (1985): 43–64. http://dx.doi.org/10.1007/bf00992397.

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27

Kaffka, Gabi. "Between Scientific Playground and Industrial Workbench." Industry and Higher Education 23, no. 6 (December 2009): 463–72. http://dx.doi.org/10.5367/000000009790156382.

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The focus of this article is on the impact of cultural influences in academic knowledge transfer (KT). This aspect of the KT process was studied at Dutch and German technical universities. The analysis shows that professional values and identities play an important role in academic KT. Administrators in university KT offices were found to be influenced by values such as efficiency and profitability, like their counterparts in the private industry. At the same time, the KT personnel in both countries shared traditional academic values with the academic staff. With this ability to understand the interests of both the private sector and the academics, KT personnel at universities have taken on a bridging role in mediating between the non-profit interests of academia and the profit interest of external parties. It is argued that, due to the increasingly complex legal and administrative processes involved in transferring knowledge to external partners, KT managers are adapting to a functional niche in modern academic organizations by fulfilling this important ‘bridging role’.

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28

Minor, Elizabeth Covay. "Racial Differences in Teacher Perception of Student Ability." Teachers College Record: The Voice of Scholarship in Education 116, no. 10 (October 2014): 1–22. http://dx.doi.org/10.1177/016146811411601004.

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Background/Context Past research has examined many factors that contribute to the black– white achievement gap. While researchers have shown that teacher perceptions of students’ academic ability is an important contributing factor to the gap, little research has explored the extent to which teacher perceptions of students’ academic ability are sustained over time or the extent to which teacher ratings of students’ social and behavioral skills are related to their perceptions of academic ability. The current study focuses on whether teacher perceptions of students’ academic ability and social and behavioral skills differ by student race and the extent to which ratings at the beginning of the school year explain racial differences in perceptions of academic ability at the end of the year. Purpose There are two research questions addressed in this study: (1) To what extent do kindergarten teachers rate black and white students’ academic ability and social and behavioral skills differently? And (2) to what extent do test scores, fall teacher perceptions of students’ academic ability, and social and behavioral skills explain racial differences in teacher evaluations of students’ academic ability in the spring of kindergarten Population This study uses the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998–1999 (ECLS-K) kindergarten fall and spring data. The analytic sample used in this study includes students who were in both kindergarten waves with the same teacher and who were identified as black (2,494) or white (9,891) as reported by their parents Research Design This is a quasi-experimental study that uses two data points from kindergarten (fall and spring). Mean differences are used to answer the first research question, and teacher fixed-effects models are used to address the second research question. Conclusions/Recommendations This study finds that teachers perceived black students to have lower academic ability in fall and spring of kindergarten compared to white students as well as lower levels of social and behavioral skills. Teachers’ fall perceptions have lasting implications for how teachers perceive their students in the spring, and this appears to have more negative consequences for black students. Teacher reports of social and behavioral skills are more important for teacher perceptions of student ability for black students than for white students. In other words, behaving well for black students has a larger influence on teacher perceptions of students’ academic ability than it does for white students.

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29

Zeng, Hongjun. "Can Executive Academic Experience Help Companies Improve Their Innovation? Empirical Study of Chinese Listed It Companies." International Journal of Business and Management Future 4, no. 1 (January 1, 2020): 1–11. http://dx.doi.org/10.46281/ijbmf.v4i1.435.

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In recent years, as the largest emerging market, China's economic development has gradually shifted from the high growth stage to the high-quality development stage. Company is an essential micro-subject of macroeconomic activities, and an entrepreneur's academic background is a critical factor in achieving high-quality corporate development. This study takes the data of IT listed companies in China from 2012 to 2017 as the sample, Screening research samples based on academic experience requirements based on requirements for current or former teaching and research positions in universities, then makes an empirical analysis on the connection between academic executives and companies innovation ability. The results indicate that there is a significant positive correlation between executive academic experience and company’s innovation ability, i.e., academics-type. There is also a significant positive correlation between the average tenure of executives and innovation ability, which still holds after robustness test. Researching the relationship between the academic experience of the executives of listed companies and their innovation ability can not only enrich the research on the characteristics of senior management team, but also provide theoretical guidance for the construction of senior management team, and provide a few suggestions for the improvement of innovation ability and the formulation of government-related policies.

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30

Alam, Md Tafsir, Syeeda Raisa Maliha, and Mustafa Nizamul Aziz. "User Perspective Towards M-banking in Bangladesh: A Case Study Based on University Students." International Journal of Business and Management Future 4, no. 2 (June 16, 2020): 1–5. http://dx.doi.org/10.46281/ijbmf.v4i2.621.

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In recent years, as the largest emerging market, China's economic development has gradually shifted from the high growth stage to the high-quality development stage. The company is an essential micro-subject of macroeconomic activities, and an entrepreneur's academic background is a critical factor in achieving high-quality corporate development. This study takes the data of IT listed companies in China from 2012 to 2017 as the sample, Screening research samples based on academic experience requirements based on requirements for current or former teaching and research positions in universities, then makes an empirical analysis on the connection between academic executives and companies innovation ability. The results indicate that there is a significant positive correlation between executive academic experience and the company's innovation ability, i.e., academics-type. There is also a significant positive correlation between the average tenure of executives and innovation ability, which still holds after the robustness test. Researching the relationship between the academic experience of the executives of listed companies and their innovation ability can not only enrich the research on the characteristics of the senior management team, but also provide theoretical guidance for the construction of senior management team, and provide a few suggestions for the improvement of innovation ability and the formulation of government-related policies.

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31

Crocker, A. C., and R. G. Cheeseman. "Knowing your place: The Ability of Young Children to Rank Themselves for Academic Ability." Set: Research Information for Teachers, no. 2 (August 1, 1991): 1–2. http://dx.doi.org/10.18296/set.1053.

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32

Makel, Matthew C., Yan Li, Martha Putallaz, and Jonathan Wai. "High-Ability Students’ Time Spent Outside the Classroom." Journal of Advanced Academics 22, no. 5 (October 20, 2011): 720–49. http://dx.doi.org/10.1177/1932202x11424880.

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This study considered how three groups of academically talented high school students—those who attended an academic summer program (TIP), those who qualified for the program but chose not to attend (QNA), and those who did not qualify (DNQ)—spent time outside the classroom. These groupings differentiated students by ability (QNA vs. DNQ) and attendance (TIP vs. QNA). Male–female comparisons were also conducted. By comparing participation rates across a variety of activities and by sex, the current study helps explain the lives of high-ability students outside the arena by which they are defined: their academic ability. Results reveal numerous group and sex differences based on how high-ability students spend their time outside the classroom. Females tended to participate more than males in activities that were generally positively associated with academic achievement, while also participating in more types of activities. Males, however, reported watching more TV and were less likely to participate in any activity. QNA students reported spending more time on academic-related activities, such as homework and academic clubs, than did DNQ students, indicating a generally higher interest in academic endeavors. However, the QNA and TIP groups differed only in their service club participation rates, indicating that attending a summer program is not associated with spending time outside the classroom differently during the school year. This research underscores the heterogeneity of different groups of high-ability students and suggests some caution when generalizing from research findings based only on program participants. Knowing how students spend their time can help parents, educators, and researchers understand and foster adolescent development.

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33

Giano, Zachary, Brooke McQuerrey Tuttle, Michael J. Merten, Kami L. Gallus, Ronald B. Cox, and Karina M. Shreffler. "Parental Documentation Status and Educational Aspirations Among Latino Adolescents: Mediating Effects of School Connectedness and Parental Attitudes Towards Education." Hispanic Journal of Behavioral Sciences 40, no. 3 (April 26, 2018): 279–93. http://dx.doi.org/10.1177/0739986318770377.

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Research suggests that Latino adolescents face challenges with respect to their perceptions of success in academia while falling behind in school competencies. This study examines pathways between parent characteristics, adolescent perceptions of parental academic importance, school connectedness, and academic aspirations/expectations for Latinos using a structural equation model. The entire population of seventh grade students was surveyed in the Oklahoma City Public School District ( N = 1,832). The final model included Latino students ( N = 661). Results found that 51.1% of all Latino adolescents identified as having an undocumented parent(s). Findings indicate that parental documentation was significantly associated with academic aspirations/expectations beyond being Latino. Parental documentation poses limitations on parents’ ability to become actively involved in their adolescents’ academics. Findings suggest efforts to increase academic aspirations/expectations should come from adolescent experiences (i.e., school connectedness) as citizenship issues are difficult to mitigate. Results should be used as support for such programs in targeting at-risk Latinos.

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34

Pluck, Graham. "Lexical reading ability predicts academic achievement at university level." Cognition, Brain, Behavior. An interdisciplinary journal 22, no. 3 (September 28, 2018): 175–96. http://dx.doi.org/10.24193/cbb.2018.22.12.

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35

Rachmat, Faisal. "Brain Disorders (Cerebral Palsy) And The Ability Of Academic." Journal of Educational Science and Technology (EST) 3, no. 2 (August 29, 2017): 122. http://dx.doi.org/10.26858/est.v3i2.3564.

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36

Griffin, Barbara. "Selecting medical students: considering qualities other than academic ability." Medical Education 52, no. 1 (December 19, 2017): 9–11. http://dx.doi.org/10.1111/medu.13450.

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37

Nugroho, I. A., and Jailani. "Students’ perception of tutoring judging from students’ academic ability." Journal of Physics: Conference Series 1320 (October 2019): 012101. http://dx.doi.org/10.1088/1742-6596/1320/1/012101.

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38

Stinebrickner, Todd, and Ralph Stinebrickner. "Learning about Academic Ability and the College Dropout Decision." Journal of Labor Economics 30, no. 4 (October 2012): 707–48. http://dx.doi.org/10.1086/666525.

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39

Lindo, Jason M., Nicholas J. Sanders, and Philip Oreopoulos. "Ability, Gender, and Performance Standards: Evidence from Academic Probation." American Economic Journal: Applied Economics 2, no. 2 (April 1, 2010): 95–117. http://dx.doi.org/10.1257/app.2.2.95.

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We use a regression discontinuity design to examine students' responses to being placed on academic probation. Consistent with a model of introducing performance standards, we find that being placed on probation at the end of the first year discourages some students from returning to school while improving the GPAs of those who do. We find heterogeneous responses across prior academic performance, gender, and native language, and discuss these results within the context of the model. We also find negative effects on graduation rates, particularly for students with the highest high school grades. (JEL I23, J16)

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40

Kelly, Kevin R., and Nicholas Colangelo. "Effects of Academic Ability and Gender on Career Development." Journal for the Education of the Gifted 13, no. 2 (January 1990): 168–75. http://dx.doi.org/10.1177/016235329001300205.

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This investigation explored the effects of academic ability and gender on career maturity. Groups of gifted, regular curriculum, and special learning needs students were compared. Level of academic ability appeared to exert a strong positive effect on career maturity. Although gender differences were anticipated, the scores for male and female groups were almost equal. The results are discussed within the context of clarifying the career development needs of gifted students.

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41

Burruss, George W., William Wells, and Natalie Metz Zeman. "THE ABILITY OF LEGITIMATE AUTHORITIES TO REDUCE ACADEMIC MISCONDUCT." Journal of Crime and Justice 33, no. 2 (January 2010): 1–29. http://dx.doi.org/10.1080/0735648x.2010.9721286.

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42

Sørensen, Aage B., and Maureen T. Hallinan. "Effects of Ability Grouping on Growth in Academic Achievement." American Educational Research Journal 23, no. 4 (January 1986): 519–42. http://dx.doi.org/10.3102/00028312023004519.

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43

Rust, Val D. "Academic ability among teachers: The unusual case of Norway." Teaching and Teacher Education 1, no. 4 (January 1985): 263–71. http://dx.doi.org/10.1016/0742-051x(85)90014-9.

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44

Blankstein, Kirk R., Gordon L. Flett, and Mark S. Watson. "Coping and academic problem-solving ability in test anxiety." Journal of Clinical Psychology 48, no. 1 (January 1992): 37–46. http://dx.doi.org/10.1002/1097-4679(199201)48:1<37::aid-jclp2270480105>3.0.co;2-f.

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45

Meyer, Em M., and Matthew R. Reynolds. "Multidimensional Scaling of Cognitive Ability and Academic Achievement Scores." Journal of Intelligence 10, no. 4 (December 1, 2022): 117. http://dx.doi.org/10.3390/jintelligence10040117.

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Multidimensional scaling (MDS) was used as an alternate multivariate procedure for investigating intelligence and academic achievement test score correlations. Correlation coefficients among Wechsler Intelligence Scale for Children, Fifth Edition (WISC-5) and Wechsler Individual Achievement Test, Third Edition (WIAT-III) validity sample scores and among Kaufman Assessment Battery for Children, Second Edition (KABC-II) and Kaufman Test of Educational Achievement, Second Edition (KTEA-2) co-norming sample scores were analyzed using multidimensional scaling (MDS). Three-dimensional MDS configurations were the best fit for interpretation in both datasets. Subtests were more clearly organized by CHC ability and academic domain instead of complexity. Auditory-linguistic, figural-visual, reading-writing, and quantitative-numeric regions were visible in all models. Results were mostly similar across different grade levels. Additional analysis with WISC-V and WIAT-III tests showed that content (verbal, numeric, figural) and response process facets (verbal, manual, paper-pencil) were also useful in explaining test locations. Two implications from this study are that caution may be needed when interpreting fluency scores across academic areas, and MDS provides more empirically based validity evidence regarding content and response mode processes.

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46

Pot, Anna, and Albert Weideman. "Diagnosing academic language ability: An analysis of the Test of Academic Literacy for Postgraduate Students." Language Matters 46, no. 1 (January 2, 2015): 22–43. http://dx.doi.org/10.1080/10228195.2014.986665.

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47

Abd Rahim, Noorlizawati, Zainai Mohamed, Astuty Amrin, and Maslin Masrom. "Impact of Self-Regulated Learning on Entrepreneurial Opportunity Recognition and Academic Entrepreneurship Performance." International Journal of Innovation and Technology Management 18, no. 04 (June 1, 2021): 2150016. http://dx.doi.org/10.1142/s0219877021500164.

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The ratio of academic scientists to the labor force in Malaysia has increased. However, the contribution of academic scientists to commercialize research discoveries remains limited. Successful research commercialization or university technology transfer requires entrepreneurial effort that may involve skills beyond the traditional roles of academics. The ability to identify the commercial opportunity of research, i.e. entrepreneurial opportunity recognition, has been proven to be a critical skill for an academic entrepreneur. Earlier findings in this area would have been far more useful if the antecedents of entrepreneurial opportunity recognition were recognized. Although self-regulated learning has been inferred to as informal entrepreneurship education for academic entrepreneurs, there has been a lack of evidence on how it influences their academic entrepreneurship performance. This paper examined the characteristics of academic entrepreneurs and the key success factors, whether academics’ opportunity recognition ability is influenced by their self-regulated learning behavior. A quantitative research design was employed based on a case study of a technological university in Malaysia involving 115 academic entrepreneurs. Structural equation modeling analysis results revealed that academics’ opportunity recognition and social capital are the most important determinants of their academic entrepreneurship performance. The efficiency of the Technology Transfer Office and the ease of securing funding play influential roles too, but to a smaller extent. Most importantly, opportunity recognition is strengthened by self-regulated learning, through frequent deliberate practices in information and knowledge seeking that enable scientists to be more creative and innovative in translating research into marketable products and technology.

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48

Murdiana, Murdiana, Efendri Efendri, Zainul Kisman, and Dwi Sunu Kanto. "The Influence of Academic Pressure, Academic Procrastination and Ability with Self Efficacy as a Moderating Variable on Student Academic Fraud Behavior." Islamic Banking : Jurnal Pemikiran dan Pengembangan Perbankan Syariah 8, no. 2 (February 4, 2023): 375–94. http://dx.doi.org/10.36908/isbank.v8i2.698.

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This study aims to analyze the effect of academic pressure, academic procrastination, and ability with self-efficacy as a moderating variable on student academic cheating. The population used in this study were Trilogy University students. The sample was determined using a purposive sampling method. The data analysis technique uses Partial Least Square (PLS) with the SEM (Structural Equation Modeling) method or the Structural Equation Model with the PLS Warp program. The data source used is primary data obtained by distributing questionnaires. The results of this study indicate that academic pressure, academic procrastination, and ability to have a positive and significant effect on academic cheating and self-efficacy do not moderate the impact of the three independent variables above on academic cheating.

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Syarif, Hermawati, and Rahmi Eka Putri. "HOW LEXICAL DENSITY REVEALS STUDENTS’ ABILITY IN WRITING ACADEMIC TEXT." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 12, no. 2 (December 21, 2018): 86. http://dx.doi.org/10.24036/ld.v12i1.10408.

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Through the analysis of lexical density, students’ progress in language learning, especially in writing can be identified. This article aimed to find out lexical density of students’ writing and to explain how lexical density shows their ability in writing an academic text. The data were taken from the introduction section of thesis proposals written by English graduate students, with the readers of higher education level. By statistical and descriptive analysis, the study reveals that the lexical density of students’ writing is categorized as less dense (51.19%). Grammatical complexity became the major factor that contributed to lexical density. It was revealed that the complexities emerged since students still have limited knowledge about the language use in writing an academic text. The fact shows that students’ ability in writing academic text is still in average level. This implies that the ones who write the text should consider the high density for the academic text. It is recommended to provide the topic of lexical density in the subject of academic writing subject in the syllabus of English study program of higher education.

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Kustiningsih, Nanik, Asmirin Noor, Sutanto Intaniman, and Rofinus Leki. "Pandemic Covid 19: Academic Culture, Lecturer Ability, And Lecturer Performance." Archives of Business Research 10, no. 03 (March 28, 2022): 136–45. http://dx.doi.org/10.14738/abr.1003.11948.

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This research is entitled Pandemic Covid 19; Academic Culture, Lecturer Ability, Lecturer Performance. This study aims to determine the effect of the Covid 19 pandemic on changes in Academic Culture and Lecturer Ability and its impact on Lecturer Performance. This research was conducted on permanent lecturers at STIE Mahardhika Surabaya, STIE Pancasetia Banjarmasin and STIE Cendekia Karya Utama Semarang. Members of the population of this study amounted to 296 people. The sample using the Slovin formula is 74 people. This approach uses a quantitative approach with path analysis tools. Based on the analysis, it was found that the Covid 19 Pandemic had a significant effect on changes in Academic Culture and Lecturer Competence but had an insignificant impact on Lecturer Performance. Meanwhile, Academic Culture and Lecturer Competence also affect Lecturer Performance.

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