Journal articles: 'Academic grades'

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Oyoo, Syprine, Peter Mwaura, Theresia Kinai, and Josephine Mutua. "Academic Burnout and Academic Achievement among Secondary School Students in Kenya." Education Research International 2020 (May 27, 2020): 1–6. http://dx.doi.org/10.1155/2020/5347828.

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The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) = −0.24, p<0.01). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement (β = 0.18, p<0.01). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades.

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Michaels, James W., and Terance D. Miethe. "Academic Effort and College Grades." Social Forces 68, no. 1 (September 1989): 309. http://dx.doi.org/10.2307/2579230.

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Mann, W. C., and N. Banasiak. "Fieldwork Performance and Academic Grades." American Journal of Occupational Therapy 39, no. 2 (February 1, 1985): 92–95. http://dx.doi.org/10.5014/ajot.39.2.92.

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Michaels, J. W., and T. D. Miethe. "Academic Effort and College Grades." Social Forces 68, no. 1 (September 1, 1989): 309–19. http://dx.doi.org/10.1093/sf/68.1.309.

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Farrell, Lesley. "Making Grades." Australian Journal of Education 41, no. 2 (August 1997): 134–49. http://dx.doi.org/10.1177/000494419704100204.

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THE focus of this paper is on the role that culture plays in shaping the way examiners arrive at assessments of candidates' relative academic ability in tertiary entrance examinations. In attempting to understand this process, I call on notions of ‘Discourse’, especially of the kind developed by Gee (1991, 1992, 1994). When examiners ‘make grades’, they call on culturally specific understandings of what counts as a ‘literate essay’, a ‘relevant’ argument, and an appropriate relationship between candidate and examiner. I start with a discussion of tertiary entrance examinations, move to a discussion of Discourse and conclude with an analysis of one set of examiners' reports. Examiners use underlying discourse structure as the basis on which they make their judgements about academic merit, and that these judgements are culturally situated and do, therefore, realise cultural values. However, although they are clearly culturally situated, they gain their legitimacy in the public arena by an appeal to the universality of standards of academic merit.

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Batool, Hijab, Asim Mumtaz, A. S. Chughtai, Ameelia Sadaqat, and Syed Imran Ali Shah. "ACADEMIC PERFORMANCE;." Professional Medical Journal 24, no. 11 (November 3, 2017): 1733–39. http://dx.doi.org/10.29309/tpmj/2017.24.11.656.

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Objectives: To explore the factors affecting academic performance ofundergraduate MBBS students in Central Park Medical College Lahore. Background: Inmedical education, academic achievement tends to be an important aspect of professionaldevelopment later in the life of medical graduates. In Pakistan, pre-admission grades are oneof the most important criteria for admission in medical colleges. Several other factors are alsobelieved to play an important role to predict performance of undergraduate students in medicalcolleges. A detailed study of these factors can help to improve the performance of studentsin medical colleges. Study Design: Cross-sectional analytical study. Setting: Central ParkMedical College, Lahore. Materials and methods:Two MBBS batches (n=200) of Central ParkMedical College. Student data regarding gender, parent occupation, being a boarder or dayscholar, marks scored in F.sc and MCAT along with the score obtained in all professionalexaminations was collected. The data was analyzed using SPSS 23.0. Results: Thisstudy revealed that there was a positive correlation between preadmission grades of studentsand their academic performance throughout the five year period of medical college. Therewas no significant difference (p-value >0.05) between the academic performances ofstudents from parents of medical background as compared to those from parents withoutany medical background. The performances of students living in hostels were almost same astheir counterparts who were day scholars (p-value>0.05). The overall performance of studentswas better in the final years of medical colleges as compared to the initial years with femalesperforming better than males. Conclusion: The findings of this study support the fact that preadmission grades may prove to be a predictor of performance later in professional college life.Factors like parent occupation and place of accommodation have little role in predicting theacademic achievement of medical students. Learning though interactive manner tend to helpin achieving better grades as compared to students who learn through less interactive/didacticlecture technique.

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Love, David A., and Matthew J Kotchen. "Grades, Course Evaluations, and Academic Incentives." Eastern Economic Journal 36, no. 2 (March 2010): 151–63. http://dx.doi.org/10.1057/eej.2009.6.

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Bohannon, Richard W. "Consistency of Physical Therapy Students' Academic Performance." Perceptual and Motor Skills 84, no. 3 (June 1997): 1040–42. http://dx.doi.org/10.2466/pms.1997.84.3.1040.

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The consistency of physical therapy students' grades across courses was investigated. The grades of five entry classes were examined. Not surprisingly, students performed better in some courses than others. Nevertheless, considerable internal consistency of grades was evident within each class during the semester of interest. Grades in courses may reflect a common underlying construct, that is, academic performance of physical therapy students.

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Wu, Hsiang-Yi, Franki Y. H. Kung, Hsueh-Chih Chen, and Young-Hoon Kim. "Academic Success of “Tiger Cubs”." Social Psychological and Personality Science 8, no. 6 (November 2, 2016): 698–705. http://dx.doi.org/10.1177/1948550616675667.

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Studies in the United States have shown that self-control can predict academic performance beyond intelligence quotient (IQ), which also explains why girls (vs. boys) tend to have higher grades. However, empirical evidence is scarce; moreover, little is known about whether these effects generalize to other cultures. To address these limitations, we conducted a 2-year longitudinal study in Asia and examined the effects of self-control, IQ, and gender on students’ academic achievement over time. Specifically, we first measured 195 Taiwanese seventh grades’ self-control and IQ, and then traced their overall grades over four school semesters. Latent growth curve model analyses suggest that IQ predicted students’ initial academic performance more strongly than self-control; however, self-control—but not IQ—predicted students’ academic growth across the four time points and explained girls’ higher grades. Overall, the findings support the argument that self-control has unique long-term benefits academically and provide initial evidence outside of the North American context.

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Stone, J. E. "Inflated Grades, Enrollments & Budgets." education policy analysis archives 3 (June 26, 1995): 11. http://dx.doi.org/10.14507/epaa.v3n11.1995.

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Reports of the past 13 years that call attention to deficient academic standards in American higher education are enumerated. Particular attention is given the Wingspread Group's recent An American Imperative: Higher Expectations for Higher Education. Low academic standards, grade inflation, and budgetary incentives for increased enrollment are analyzed and a call is made for research at the state level. Reported trends in achievement and GPAs are extrapolated to Tennessee and combined with local data to support the inference that 15% of the state's present day college graduates would not have earned a diploma by mid 1960s standards. A conspicuous lack of interest by public oversight bodies is noted despite a growing public awareness of low academic expectations and lenient grading and an implicit budgetary impact of over $100 million. Various academic policies and the dynamics of bureaucratic control are discussed in relationship to the maintenance of academic standards. The disincentives for challenging course requirements and responsible grading are examined, and the growing movement to address academic quality issues through better training and supervision of faculty are critiqued. Recommendations that would encourage renewed academic integrity and make learning outcomes visible to students, parents, employers, and the taxpaying public are offered and briefly discussed.

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Muyangwa, Moses Mubita. "Hysteria and Academic Performance." Perceptual and Motor Skills 86, no. 3_suppl (June 1998): 1162. http://dx.doi.org/10.2466/pms.1998.86.3c.1162.

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To assess the possible relationship between hysteria, as defined by Miller and Keane in 1972, and academic performance, for 27 secondary school pupils comprising 25 girls and 2 boys (ages 12 to 23 years, in Grades 8 to 12 of six different schools) and with known histories of hysterical attacks (locally known as Lihabiya) diagnosed by hospital authorities or traditional healers grades in English, Mathematics, and the local language siSwati were compared before and after hysterical episodes. Although all their marks before the attack were higher, differences were not statistically significant.

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Vuc, Gheorghe, Dan Jigoria-Oprea, and Felicia Baloi. "Grades as valid evaluation tool of academic formation." International Journal of Learning and Teaching 10, no. 4 (October 30, 2018): 342–49. http://dx.doi.org/10.18844/ijlt.v10i4.1045.

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Before you see the faculty graduate formation, you can see its grades. Since grades are used for selection they are very important instruments and can have serious consequences for students. Consequently, the validity of grades is an important aspect to consider, and questions concerning the functions of grades can certainly be viewed from a validity perspective. Therefore arises as question of whether the grades indeed reflect graduated student training and especially its ability to succeed against technical problems that will be posed in front of by his professional life. To be useful they must be credible notes and somewhat standardized. Analyzes carried out in several brainstorming and brainwriting sessions with students belonging to the first percentiles of their series showed that they realize the inefficiency of grades they receive. The main recommendation is to make the grading in relation to an absolute benchmark (obviously regularly adapted to technological and society developments) in the view of a correct formation for students.

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Septiani, Eka. "PENGARUH METODE PEMBELAJARAN DAN SIKAP BELAJAR SISWA TERHADAP NILAI AKADEMIK PADA SISWA SLTP NEGERI DI JAKARTA SELATAN." Pujangga 2, no. 2 (April 3, 2018): 17. http://dx.doi.org/10.47313/pujangga.v2i2.393.

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ABSTRACT The title of research is The Effect of Teaching Methods and Learning Attitude of Academic Grades in Junior High School Students in South Jakartat. The aims to determine (a) the effect of Indonesian method of learning the value of a student's academi. The aim of this research was to determine the effect of Indonesian learning method to academic grades of student (b) knowing the influence of learning attitude to academic grades of student (c) knowing the influence of Indonesian learning method and learning attitude to determine the effect of academic grades of student. The method used is a survey method. The sample size of 60 eighth grade student of SLTPN 41 and SLTPN 107, selected using simple random sampling technique. The data collection was done by using observation and using questionnaire. Analysis of the data by using is ANOVA dua jalur. The research result shows: 1) There is a significant direct effect of jigsaw learning method withconvensional learning method to Indonesian academic grades of student, retrieved price Fhitung (56,517) > Ftabel (2,77) at a significant level 5%. 2)There is a significant direct effect of high learning attitude withlow learning attitudeto Indonesian academic grades of student, retrieved price Fhitung (18,056) > Ftabel (2,77) at significantlevel 5%. 3) There is a significant direct effect of learning methodand learning attitude students toIndonesian academic grades of student, retrieved price Fhitung (5,235) > Ftabel (2,77) at significant level 5%. This research resultis useful for improvement Indonesian academic grades of student. Keyword: Indonesian learning method , learning attitude, and Indonesian academic grades of student.

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Tukey, David D. "Computerized Grade Calculations for Academic Advisors." NACADA Journal 14, no. 2 (September 1, 1994): 138–40. http://dx.doi.org/10.12930/0271-9517-14.2.138.

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Advisees often want to know what their grade averages will be if they earn certain grades this term or what grades they need to reach a desired average. Computerized grade calculations can be used to answer these questions easily and accurately. Spreadsheet and HyperCard versions of grade calculation programs are described.

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Sulphey, M. M., Nasser Saad AlKahtani, and Abdul Malik Syed. "Relationship between admission grades and academic achievement." Entrepreneurship and Sustainability Issues 5, no. 3 (March 31, 2018): 648–58. http://dx.doi.org/10.9770/jesi.2018.5.3(17).

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Noemy, Martín Sanz, Rodrigo Inés G., Izquierdo García Cristina, and Ajenjo Pastrana Patricia. "Exploring Academic Performance: Looking beyond Numerical Grades." Universal Journal of Educational Research 5, no. 7 (July 2017): 1105–12. http://dx.doi.org/10.13189/ujer.2017.050703.

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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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Mclnerney, Dennis M., Martin Dowson, and Alexander Seeshing Yeung. "Impact of Support from Significant Others on Adolescents' Academic Performance, Self-esteem and Interest in Academic Work." Australian Educational and Developmental Psychologist 25, no. 1 (June 1, 2008): 48–69. http://dx.doi.org/10.1375/aedp.25.1.48.

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AbstractHigh school students in the U.S. (N=1,078; 47% boys) responded to survey items on their self-esteem and interest in schoolwork, their personal expectancy of high school completion, and their perceived support from parents, teachers and peers for their expectancy. Their GPA and days absent from school were collected from school records. Personal expectancy, parent, teacher, and peer support all had significant positive impacts on students' self-esteem, interest in schoolwork, and GPA. The pattern of effects was consistent across the subsamples of Grades 5 to 6 (n=264), Grades 7 and 8 (n=226), and Grades 9 to 12 (n=319). Positive personal expectancy and teacher support also had significant negative effects on absence from school for Grades 7 and 8. Of all the significant others considered, support from teachers had the strongest impact on self-esteem, interest, and GPA in the high school subsamples. Teachers are probably the most influential agent in promoting self-esteem, interest, and academic performance in the school context.

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Kim, Seyoung, and Naya Choi. "The Relationships between Children’s Ego Function and Fear of Negative Evaluation Affecting Academic Failure Tolerance in Early School Age: Analysis by Grade Level Considering Sustainability of Academic Motivation." Sustainability 12, no. 5 (March 2, 2020): 1888. http://dx.doi.org/10.3390/su12051888.

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This study identified the relational paths between children’s ego function and fear of negative evaluation affecting academic failure tolerance across three grades. The ego function consisted of four factors: competence, initiative, resilience, and sociality. In total, data of 872 elementary school students (Grade 1–3) in South Korea were collected through parent-reported questionnaires. Results reflected various paths between these variables. Firstly, in all three grades, greater initiative and resilience and less fear of negative evaluation resulted in higher tolerance for academic failure. In particular, fear of negative evaluation was found to fully mediate the effect of academic failure tolerance on resilience. Secondly, notable differences in paths were found among grade levels. For first grade students, competence lowered the fear of negative evaluation and academic failure tolerance. For second grade students, initiative had an indirect effect on academic failure tolerance through fear of negative evaluation. For third grade students, sociality lowered the fear of negative assessment and increased academic failure tolerance. Fear of negative evaluation partially mediated the relationship between first graders’ competence, second graders’ initiative, and third graders’ sociality and academic failure tolerance. Conclusively, children’s ego function is an important factor affecting academic failure tolerance, and the fear of negative evaluation mediates the relationship between the two variables. The four factors of ego have been found to have a different impact on each grade level. In consideration of effectiveness and sustainability, viable methods of psychological intervention to improve children’s academic motivation, specifically created to meet the needs of children at each grade level, are necessary. This study is meaningful in that it provides applicable results for sustainability-based psychological interventions to improve children’s academic failure tolerance.

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Steinmayr, Ricarda, Felix C. Dinger, and Birgit Spinath. "Motivation as a Mediator of Social Disparities in Academic Achievement." European Journal of Personality 26, no. 3 (May 2012): 335–49. http://dx.doi.org/10.1002/per.842.

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The present study aimed at contributing to the understanding of social disparities in relation to students‘ academic achievement in the science, technology, engineering and mathematics domains. A sample of n = 321 German 11th graders completed measures of their family socio–economic status (SES), general intelligence, domain–specific ability self–concepts and subjective scholastic values in math, physics and chemistry. Students‘ grades in these subjects received four months after testing served as criteria. Significant mediation effects were found for all motivational variables between fathers‘ SES and students‘ achievement, whereas for mothers‘ SES, only children's academic self–concept in chemistry was a significant mediator. These results also held when students‘ general intelligence was controlled. Additionally, we controlled for students‘ grades before testing to investigate which variables mediated the influence of SES on change in school performance. Motivational variables significantly mediated the influence of fathers‘ SES on change in school performance in math but not in chemistry and physics. Intelligence significantly mediated the influence of fathers‘ SES on change in school performance in physics and chemistry but not in mathematics. The impact of mothers‘ SES on change in grades in chemistry was mediated by intelligence. Among others, the reasons potentially accounting for the differential influences of fathers‘ and mothers‘ SES are discussed. Copyright © 2011 John Wiley & Sons, Ltd.

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Coker, David. "Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents." International Journal for Innovation Education and Research 9, no. 3 (March 1, 2021): 341–68. http://dx.doi.org/10.31686/ijier.vol9.iss3.3012.

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The present study provides a description and analysis of the plight of first-time detained juvenile delinquents in the United States and the impact of noncognitive attributes and academic achievement on grades. Juvenile delinquents have poor outcomes as adults in higher rates of drug abuse, poor high school graduation rates, and lowered employment well into adulthood. The research questions examined the correlation among the noncognitive attributes of grit, academic self-concept, mental health, and self-esteem, academic achievement, and English and Mathematics grades for first-time detained juvenile delinquents aged 10-18. A multiple regression analysis of archival records of students in a short-term juvenile detention center was conducted. Findings showed three predictor variables were statistically significant and influenced academic performance measured by grades: verbal ability, social self-esteem, and prosocial skills. For juvenile delinquents (n = 72; males = 58, females = 14) aged 10-18 (M =15.3; SD = 1.6; range 10-18), the three predictor variables predicted English grades (adjusted R2 = .280) and Mathematics grades (adjusted R2 = .225). There was a discussion and recommendations for policies and research. The results support the need to consider noncognitive factors and the consideration of communication skills in the education of juvenile delinquents.

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Lake, Warren, Hanabeth Luke, and Bill Boyd. "Mismatch between student and university expectations of academic achievement." Journal of Perspectives in Applied Academic Practice 8, no. 2 (December 21, 2020): 97–106. http://dx.doi.org/10.14297/jpaap.v8i2.434.

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Student perceptions of their studies and learning are important influencers of academic performance and outcome. Here we find that the grades students anticipate obtaining may differ significantly from grades awarded: students’ perceptions of their studies appear to be at odds with the university’s assessment of their academic worth. A previous study introduced students to the concept of self-efficacy and its effects on academic performance and outcome; we demonstrate that students’ self-efficacy can be raised. Importantly, the focus is not on the validity of the concept of self-efficacy as the guiding or defining principle in this research, but rather a means to potentially identify important student perceptions that may influence academic performance. Moreover, the effect, emphasises a mismatch between student and university expectations of the measure of achievement: students overestimate their anticipated grades against grades awarded. By encouraging improved self-efficacy are we emphasising differences between anticipated and awarded grades? Are we diminishing the student’s sense of achievement and therefore negatively impacting on student performance? To resolve this, in this study we shift the focus from the purely analytical analysis of the impact of self-efficacy and highlight assumptions of the primacy of grades as signifier of academic success. Academic success is motivated by a desire for learning as much as for good grades. Furthermore, a student’s academic success reflects a complex of socio-personal influences. These perspectives allow the effects of improved self-efficacy to be formative in the student’s maturing sense of belonging within education. The survey and concept of self-efficacy is now better understood as the vehicle for improved experiences of learning, becoming potent drivers of student success.

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Furnham, Adrian, and Jeremy Monsen. "Personality traits and intelligence predict academic school grades." Learning and Individual Differences 19, no. 1 (January 2009): 28–33. http://dx.doi.org/10.1016/j.lindif.2008.02.001.

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Cachia, Moira, Siobhan Lynam, and Rosemary Stock. "Academic success: Is it just about the grades?" Higher Education Pedagogies 3, no. 1 (January 2018): 434–39. http://dx.doi.org/10.1080/23752696.2018.1462096.

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Thomas, James. "The signal quality of grades across academic fields." Journal of Applied Econometrics 34, no. 4 (January 22, 2019): 566–87. http://dx.doi.org/10.1002/jae.2684.

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Paul, II, Chris W., and Joseph S. Ruhland. "A Note On Job Market Conditions And Students Academic Performance." Journal of Business & Economics Research (JBER) 11, no. 5 (April 27, 2013): 223. http://dx.doi.org/10.19030/jber.v11i5.7837.

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This paper presents a model of student effort and resulting grade performance under varying labor market conditions. Following previous studies that have found a negative relationship between the expected income and grades by discipline, we extend the analysis to the effect of changing labor market conditions on student effort and the resulting changes in the average grades. The empirical results support the theoretical models conclusion that reduced employment opportunities result in higher average grades by discipline.

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Schmidt, Julia, and Brian Lockwood. "Love and Other Grades." Journal of College Student Retention: Research, Theory & Practice 19, no. 1 (November 16, 2015): 81–97. http://dx.doi.org/10.1177/1521025115611614.

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Of the few studies that have examined the effects of romantic relationships on academic performance, most have been concerned with adolescent students. This study analyzes a data set of more than 300 students at a midsized, private University in the northeast United States to determine if participating in a romantic relationship predicts grade point average or course attendance. The results of multivariate analyses indicate that being in a romantic relationship while in college is significantly associated with class absences, but not with grade point average. Specifically, logistic regression models show that participation in a romantic relationship more than doubles the odds of failing to attend three or more class meetings per course in a semester. Practical implications of these findings include the consideration of romantic relationships among the undergraduate student body by university administrators and faculty when attempting to address course attendance concerns. Additionally, this study suggests that future researchers examine the characteristics of romantic relationships and romantic partners in order to more fully understand how such relationships might affect the academic performance of university students.

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Trickett, Penelope K., Catherine McBride-Chang, and Frank W. Putnam. "The classroom performance and behavior of sexually abused females." Development and Psychopathology 6, no. 1 (1994): 183–94. http://dx.doi.org/10.1017/s0954579400005940.

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AbstractThis study examines the relationship of child sexual abuse to classroom academic performance and behavior in a sample of 6–16-year-old girls. Half of the sample was sexually abused by a family member. The other half is a demographically similar nonabused comparison group. Measures of academic performance include school records, teacher's ratings of classroom behavior and performance, and parental reports of school performance. Possible mediators of the impact of sexual abuse on classroom performance and behavior – cognitive capability, perceived competence, and behavior problems–are also measured. Results can be summarized as follows, (a) A history of sexual abuse does predict academic performance: Abuse is directly negatively related to ratings of classroom social competence, competent learner, and overall academic performance and positively related to school avoidant behavior, but is not related to grades, (b) Sexual abuse is negatively related to cognitive ability and positively related to measures of behavior problems indicating depression, destructiveness, and dissociation, (c) Cognitive ability and perceived competence predict the more “academic” aspects of academic performance—grades, ratings as a competent learner, and overall academic performance. Behavior problems predict ratings as a competent learner, classroom social competence, school avoidant behavior, and overall academmic performance.

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Arshad, Muhammad, and Muhammad Aslam. "ACADEMIC PERFORMANCE;." Professional Medical Journal 24, no. 07 (July 3, 2017): 977–80. http://dx.doi.org/10.29309/tpmj/2017.24.07.1020.

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Objectives: examined the relationship between academic performance andbulling in an academic environment. Setting: 9th to 12 grades students male and female ofdifferent private school of Faisalabad city. Period: March 2015 to April 2016. Material andMethod: 200 students 13 to 18 years old were taken and apply the Bullying Scale (Espelage,200). Result: Pearson correlation revealed that academic achievement negatively correlatedwith bulling. This relationship was significant with bully(r = -.67, p< .001), In order to predictacademic achievement multiple regression was separately computed, which demonstratedbully, (F = 3.49, p< .01) and of academic achievement. Conclusion: The relationship betweenbullying and academic performance. It is concluded finally that academic achievementnegatively correlated with bulling.

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Baloǧlu, Mustafa, Amir Abbassi, and Vildan Çlevik. "The Predictors of Success in Computer Courses among High School Students." Psychological Reports 104, no. 3 (June 2009): 725–36. http://dx.doi.org/10.2466/pr0.104.3.725-736.

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High school students report high computer anxiety. The addition of three computer anxiety dimensions (i.e., Affective Anxiety, Damaging Anxiety, and Learning Anxiety) improved the prediction of computer course grades beyond that afforded by the differences in academic achievement. 700 Turkish high school students (386 boys, 314 girls) enrolled in high school computer courses participated. The Computer Anxiety Scale and a personal data sheet were used to collect the data in the study. Computer course grades were positively related to students' academic achievement but negatively related to the three anxiety subscales. When differences in academic achievement were controlled in multiple-regression analyses, anxiety dimensions were not significantly related to course grades. Anxiety has a more detrimental effect on students with lower academic ability than on those with higher academic ability.

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Wu, Jennifer, and Philipp Kraemer. "Student Success in Introductory Psychology." Teaching of Psychology 44, no. 4 (August 23, 2017): 342–48. http://dx.doi.org/10.1177/0098628317727910.

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This project describes the results from a large enrollment introductory psychology course specially designed to improve performance of first-year students. The main objective of the project was to identify early indicators of student success to inform future teaching and promote classroom engagement. Variables representing academic preparation, academic self-concept (e.g., growth mind-set), and behavioral indicators of academic engagement were analyzed with respect to course performance measures, including scores on the first test, midterm grades, and final grades. Academic preparation variables, growth mind-set scores, and some classroom behavior variables correlated with performance measures. Additionally, ACT scores and behavioral indicators of academic engagement were significant predictors of final grades. Findings are discussed in terms of strategies that teachers can use to promote student success in large enrollment, lecture-based courses such as introductory psychology.

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Mullis, Ann K., Ronald L. Mullis, and John C. Brailsford. "Relationships between Academic Comfort and Career Interests among Rural High School Students." Psychological Reports 80, no. 2 (April 1997): 459–66. http://dx.doi.org/10.2466/pr0.1997.80.2.459.

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Relationships between Academic Comfort and General Occupational Themes of the 1985 Strong Campbell Interest Inventory were investigated for 1364 high school adolescents. Significant relationships between Academic Comfort and grade, sex, socioeconomic status, and career motivation were found. Academic Comfort scores of adolescents increased with higher grades and girls had higher Academic Comfort scores than the boys at ail grades. The results support Holland's theory of career development during the high school years in that certain career interests during this period of development are related to Academic Comfort.

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Schultz, Katie. "Do High School Athletes Get Better Grades During the Off-Season?" Journal of Sports Economics 18, no. 2 (August 3, 2016): 182–208. http://dx.doi.org/10.1177/1527002514566279.

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A great deal of recent research has employed instrumental variables to estimate the effect of participation in athletics on academic or labor market outcomes, finding evidence of small positive effects from participation. This research proposes several theories of how participation affects success but cannot distinguish between them. I ask a fundamentally different question, whether an athlete performs better or worse, academically, during the season in which they participate in sports, focusing on the time allocation theory of participation. Time spent on sports may substitute from time on academics or negative leisure activities, causing academic performance to improve or decline in-season, respectively. This paper finds a small negative and significant in-season effect on academic performance for varsity athletes and a small positive and significant in-season effect on academic performance for junior varsity (JV) athletes. Decreases in in-season grade point average (GPA) for varsity athletes occur through a decline in performance in English and history courses, while increases in in-season GPA for JV athletes operate through an improvement in math and science courses. Results are robust to controlling for various measures of course ease across semesters. The relatively small in-season effects suggest that estimates of the effects of participation in the rest of the literature operate primarily through mechanisms other than time allocation.

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Snelling, Anastasia, Sarah Irvine Belson, Jonathan Beard, and Kathleen Young. "Associations between grades and physical activity and food choices." Health Education 115, no. 2 (February 2, 2015): 141–51. http://dx.doi.org/10.1108/he-03-2014-0028.

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Purpose – The purpose of this paper is to explore the relationship between television viewing time, physical activity level, food consumption patterns, and academic performance of adolescents in a large urban school district in the USA where health disparities are prevalent, particularly among minority residents. Design/methodology/approach – The 2010 Youth Risk Behavior Survey was used to analyze the relationship between academic grades and physical activity patterns and food consumption in a large urban school district serving over 77,000 students. Findings – Results indicated that students who self-reported grades of As and Bs had higher levels of physical activity and less screen time compared to students who reported grades of Ds and Fs. Further, as grades decreased the consumption of soda and fast food increased. Originality/value – Higher grades track significantly with improved physical activity and lower intake of soda and fast food. These findings provide additional support for the role of regular physical activity and its positive effect on academic performance.

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Oyserman, Daphna, Kathy Harrison, and Deborah Bybee. "Can racial identity be promotive of academic efficacy?" International Journal of Behavioral Development 25, no. 4 (July 2001): 379–85. http://dx.doi.org/10.1080/01650250042000401.

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We hypothesised a gender specific relationship between efficacy and three components of racial identity, feeling that achievement is part of being black, feeling connected to the black community, and sensitivity to, awareness of outgroup barriers and racism. Because male gender socialisation downplays relationality, the “connectedness” component of racial identity was posited to be particularly helpful for boys. Because female gender socialisation downplays independent achievement and agency, the “achievement” component of racial identity was posited to be particularly helpful for girls in buffering the negative effects of the “awareness of racism” component. Controlling for fall grades and academic efficacy, fall racial identity significantly predicted spring academic efficacy differentially for boys and girls (n = 91 African-American eighth graders), with the lack of the achievement component of racial identity being particularly detrimental to girls.

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Hamdan, Azura, Rohany Nasir, Rozainee Khairudin, and Wan Shahrazad Wan Sulaiman. "Academic Achievement: It Is Not How Smart You Are, But How You Cope With Your Life And Manage Your Time." JOURNAL OF SOCIAL SCIENCE RESEARCH 8, no. 2 (June 25, 2015): 1535–47. http://dx.doi.org/10.24297/jssr.v8i2.6607.

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Previous research suggests that contributing factors such as previous academic result, coping and time management can predict student success at the universities. The purpose of this study was to investigate the relationship between previous academic grades, coping and time management practices on academic achievement among undergraduate students from four of Malaysia public institutions for higher education. 551 university students completed a Time Management Questionnaire (TMQ), COPE Inventory and provided their self-reported high school grades and current Grade Point Average (GPA). Analysis of data from descriptive and inferential statistics was done. Results showed that previous academic grades and the practice of time management (short range planning and attitude toward time) have no direct effect on academic achievement. However, the use of coping strategies (problem focused and denial focused) and the practice of time management (long range planning) showed that there was a significant effect on Grade Point Average (GPA).

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Johnson, Valen E. "Teacher Course Evaluations and Student Grades: An Academic Tango." CHANCE 15, no. 3 (June 2002): 9–16. http://dx.doi.org/10.1080/09332480.2002.10554805.

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Rovira, Sergi, Eloi Puertas, and Laura Igual. "Data-driven system to predict academic grades and dropout." PLOS ONE 12, no. 2 (February 14, 2017): e0171207. http://dx.doi.org/10.1371/journal.pone.0171207.

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Rather, Aftab. "Overuse of Facebook and Academic grades: an Inverse Correlation." IOSR Journal Of Humanities And Social Science 12, no. 6 (2013): 68–72. http://dx.doi.org/10.9790/0837-1266872.

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Clotfelter, Charles T., Helen F. Ladd, and Jacob L. Vigdor. "The Academic Achievement Gap in Grades 3 to 8." Review of Economics and Statistics 91, no. 2 (May 2009): 398–419. http://dx.doi.org/10.1162/rest.91.2.398.

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Senthil, V. "Does the more internet usage provide good academic grades?" Education and Information Technologies 23, no. 6 (June 6, 2018): 2901–10. http://dx.doi.org/10.1007/s10639-018-9749-8.

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Jabeen, Surriya, Aneesa Matloob, and Nighat Mirza. "ACADEMIC ACCOMPLISHMENT." Professional Medical Journal 22, no. 08 (August 10, 2015): 1087–90. http://dx.doi.org/10.29309/tpmj/2015.22.08.1162.

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Objective: To evaluate sleep hygiene and its relationship with academicperformance in adults. Study Design: Cross sectional. Place and duration of the study. Thestudy was conducted at Dow Medical College, Dow university of Health sciences Karachi fromDecember 2012 to November 2013. Material and methods: Subjects were students fromfirst year to final year. Instrument was an integrated questionnaire (Horne JA and Ostberg OMorningness- Eveningness questionnaire MEQ original 1976) designed to assess chronotypeof young adult population. Subjects (N = 690) completed a questionnaire packet and providedtheir GPA. Results: it was observed that students organizing their activities closer to themorning reported higher GPA whereas students with lower grades reported evening typepersonality. Conclusions: This study may help universities to decrease the prevalence of poorsleep hygiene by developing interventions programs that target adolescents with low academicachievement.

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Spengler, Marion, Martin Brunner, Romain Martin, and Oliver Lüdtke. "The Role of Personality in Predicting (Change in) Students’ Academic Success Across Four Years of Secondary School." European Journal of Psychological Assessment 32, no. 1 (January 2016): 95–103. http://dx.doi.org/10.1027/1015-5759/a000330.

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Abstract. Little longitudinal research has addressed the question of whether the Big Five personality traits (i.e., O, C, E, A, N) predict educational outcomes and whether the Big Five provide incremental predictive validity for educational outcomes when prior achievement, intelligence, and academic self-concept are controlled for. Also, little is known about whether noncognitive factors are related to change in academic success, especially grades, after controlling for its stability. To address these research questions, we used data from the Luxembourg longitudinal extension of the 2009 cycle of the Program for International Student Assessment (PISA). We included data from two student cohorts that were followed across 4 years: The first cohort was in ninth grade when they participated in PISA (N = 240); the second cohort in 10th grade (N = 276). Correlational results showed that Conscientiousness and Openness were substantially related to subject-specific grades in Mathematics, French, and German across several school years. There was evidence for incremental predictive validity beyond intelligence and academic self-concepts. When controlling for the stability of grades, there were only small effects of all predictors on later grades. In summary, students’ personality (but also intelligence and academic self-concepts) predicted the stable part of grades rather than change.

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García y García, Blanca Elba. "To What Factors do University Students Attribute Their Academic Success?" Journal on Efficiency and Responsibility in Education and Science 14, no. 1 (March 31, 2021): 1–8. http://dx.doi.org/10.7160/eriesj.2021.140101.

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This study explores the attributions to which undergraduate university students ascribe academic achievement. Attribution theory was used as a means to understand scholastic success-failure. The questions that guided the study were the following: What are the causal attributions that predominate in students' academic achievement? Is there a difference between male and female students? Is there a difference if average grades and the number of failed subjects, factored as benchmarks of academic achievement, are considered? Do the measured attributions have any weight when predicting students’ grades? A Likert scale measuring eight different attributions of academic achievement was applied to 165 students. The results showed that the most important attribution for academic achievement was intelligence. Sex-related differences were found in two attributes: calm and effort. In general, students with four failed subjects were those with the lowest averages measured in attributions. The variables that predicted good grades for male students were effort and good teachers, for female students, a liking for teachers, luck, and attention.

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Islam, Md Sariful, Sonia Afrin, Debasish Kumar Das, and Md Nasif Ahsan. "The strategic interplay in academia: administrators versus students." Journal of Modelling in Management 15, no. 3 (March 5, 2020): 1205–25. http://dx.doi.org/10.1108/jm2-05-2019-0113.

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Purpose This paper aims to study students' strategic behaviors for increasing their job prospect in response to university administrators' moves for lifting up institutional reputation in the academia. Design/methodology/approach A Stackelberg differential game is used to study this strategic interplay between administrators and students. In this game, an administrator maximizes institutional quality to build university reputation while student maximizes grades to increase their job prospects. Therefore, administrators being the leader move first while students set strategies for maximizing their objective function by following administrators' move. Findings The study produces several distinctive results by analyzing administrator–students’ strategic interactions. First, university administrators need to be sufficiently more impatient for building reputation by improving institutional quality than students’ impatience for increasing their job prospects to have feasible solutions. Second, students attempt to increase academic grades for making them more marketable in response to administrators’ additional efforts for increasing their students’ job prospects. Third, exogenous increase in university reputation improves institutional quality and students’ job prospects without affecting their academic grades. However, increase in job prospects motivates students to increase their grades. Fourth, administrators’ too much impatience for increasing university reputation could inflate students’ grade, reduce job prospect and degrade institutional quality. Fifth, an exogenous rise in students’ impatience improves institutional quality and students’ job prospects but reduces students’ grades. Finally, the exogenous increase in opportunity cost of securing good grade degrades institutional quality, thus reducing further job prospects. Therefore, administrators’ positive but moderate impatience for reputation will improve students’ academic performances, institutional quality and job prospects. Originality/value To the best of the authors’ knowledge, this is the first study to analyze students’ strategic responses for improving their job prospects in response to administrators’ actions for enhancing university reputation. It helps administrators to design an effective framework for building university reputation in the academic market through improving institutional quality and expanding job markets for their students.

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Trapmann, Sabrina, Benedikt Hell, Jan-Oliver W. Hirn, and Heinz Schuler. "Meta-Analysis of the Relationship Between the Big Five and Academic Success at University." Zeitschrift für Psychologie / Journal of Psychology 215, no. 2 (January 2007): 132–51. http://dx.doi.org/10.1027/0044-3409.215.2.132.

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Abstract. Interest in the prediction of academic success in higher education has grown considerably in recent years in German-speaking countries. While the validity of school grades and admission tests has been investigated by meta-analyses and large-scale studies at least in the United States, less is known about noncognitive predictors of academic success. The present meta-analysis investigates the impact of the Big Five personality factors on academic success at university. A total of 258 correlation coefficients from 58 studies published since 1980 were included. Grades, retention, and satisfaction served as success criteria. Correlations were corrected for attenuation caused by measurement error. Results show that the influence of personality traits on academic achievement depends on the success criterion. While Neuroticism is related to academic satisfaction (? = -.369, k = 8), Conscientiousness correlates with grades (? = .269, k = 41). Extraversion, Openness to Experience, and Agreeableness have no significant impact on academic success. Moderator analyses suggest effects of culture for the validity of Extraversion. Parallels to validity for job performance are identified and implications for admission and counseling of students are discussed.

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Rosenstreich, Eyal, and Malka Margalit. "Loneliness, Mindfulness, and Academic Achievements: A Moderation Effect among First-Year College Students." Open Psychology Journal 8, no. 1 (May 15, 2015): 138–45. http://dx.doi.org/10.2174/1874350101508010138.

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The transition to college enhances feelings of loneliness, and lonely students typically underperform academically due to the depletion of cognitive resources. Mindfulness practice has been demonstrated to improve certain cognitive abilities. The current study examined whether mindfulness practice may moderate the relations between perceived loneliness and academic performance. In this study we combined data from two separate studies. In the first, loneliness, optimism, and academic self-efficacy were measured at the beginning of the academic year. In the second, mindfulness workshops were conducted in order to examine their impact on memory performance. In all, 73 college students in their first semester participated in the conjoint study (N = 50 mindfulness practice and N = 23 control). Their grades at the end of the semester and at the end of the year were also collected. Regression analyses were conducted in order to examine whether mindfulness moderated the effect of loneliness on academic achievements, and revealed that: a) loneliness was negatively correlated with recognition memory performance and with grades; b) grades were higher in the mindfulness group than in the control group; c) mindfulness and loneliness interacted, such that loneliness negatively predicted academic grades only for students who did not practice mindfulness. The results suggested that mindfulness practice may reduce the outcomes of loneliness on academic achievements in the first year of college.

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Soffi Puteh, Mohd, Nurul Ezhawati Abdul Latif, Nooriha Mansor, Yusnaliza Hamid, Sunarti Halid, and Zulkifli Ghazali. "Learning Approaches and Academic Performance." Journal of Social Sciences Research, SPI6 (December 25, 2018): 746–52. http://dx.doi.org/10.32861/jssr.spi6.746.752.

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Since Graduate on Time (GOT) being introduced as one of their key performance indicators (KPIs), certain higher education institutions are facing with situation where students are unable to complete their studies within the specified time frame. Various learning approaches have been adopted by educators in their effort to enhance students’ examination results so as to assist them to graduate on time. Studies by Tan and Laswad (2015) and Davidson (2002) have proven that learning approaches do significantly give an impact to academic performances, while Djajadikerta et al. (2008) and Chan (2011) have shown otherwise. Hence, this study is performed in order to provide further evidences concerning learning approaches and their impact onto students’ academic performance, i.e. their examination grades. Using Biggs’ (1987a) Study Process Questionnaire, 208 completed questionnaires are obtained from final semester students of Diploma in Accountancy from Faculty of Accountancy, UiTM Perak Branch, Tapah Campus. Data pertaining to their previous semesters’ grades are obtained from the online academic system and analyses are performed using SPSS. The result reveals a significant positive relationship between learning approaches and Cumulative Grade Point Average (CGPA), and it has definitely add credence to the body of knowledge pertaining this matter.

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Paul, Ranjit, Silvia Gaftandzhieva, Samina Kausar, Sadiq Hussain, Rositsa Doneva, and A. K. Baruah. "Exploring Student Academic Performance Using Data Mining Tools." International Journal of Emerging Technologies in Learning (iJET) 15, no. 08 (April 24, 2020): 195. http://dx.doi.org/10.3991/ijet.v15i08.12557.

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Most of the educational institutes nowadays benefited from the hidden knowledge extracted from the datasets of their students, instructors and educational settings. The education system has gone through a paradigm shift from a traditional system to smart learning environments and from a teacher-centric system to context-aware any time anywhere student-centric approach. In this changing scenario, we have undertaken a study to investigate the results, grades and patterns of the students of North Lakhimpur College. The paper aims to evaluate the quality of learning on the basis of 19249 grades received from 758 students in 511 courses, included in the curriculum of 3 study programmes.

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Huang, Shih-Tseng Tina, Vinh-Long Tran-Chi, and Tung-En Hsiao. "AN EXPLORATION OF THE DEVELOPMENT OF VIETNAMESE CHILDREN’S SELF-CONTROL ABILITY." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 309–17. http://dx.doi.org/10.33225/pec/18.76.309.

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The purpose of the present research is to explore the development of self-control ability during childhood. A group of 360 children (185 boys and 175 girls from grades 2, 4, and 6) participated in the survey. They completed the Children’s Perceived Self-Control Scale (CPSC) which included the interpersonal self-control (ISC), the personal self-control (PSC), and the self-evaluation (SE) subscales. Results showed significant differences in ISC, SE and total scores among the second, fourth and sixth graders. On the total scores, the fourth graders had higher scores than the second and the sixth graders. Moreover, the scores of ISC of the fourth graders were higher than those of the sixth grades. There was no gender difference and interaction of gender and grade found. The results suggested that the development of self-control following a quadratic pattern increased and reached a peak in the fourth grade and then decreased during sixth grade time. Keywords: academic performance, self-control, self-ratings, Vietnamese children.

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Journal articles on the topic 'Academic grades'

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