Relevant bibliographies by topics / Academic performance

Academic literature on the topic 'Academic performance'

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Published: 4 June 2021
Last updated: 11 March 2023

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Journal articles on the topic "Academic performance"

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Ononye, Uzoma, Mercy Ogbeta, Francis Ndudi, Dudutari Bereprebofa, and Ikechuckwu Maduemezia. "Academic resilience, emotional intelligence, and academic performance among undergraduate students." Knowledge and Performance Management 6, no. 1 (March 10, 2022): 1–10. http://dx.doi.org/10.21511/kpm.06(1).2022.01.

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Academic resilience and emotional intelligence are considered important personal resources for furthering students’ academic performance. However, many educational organizations seem to trivialize the performance implications of these constructs in teachings and curriculum. Consequently, it can decrease not just their academic performance but also their employability, as they lack the generic competencies to adapt and survive in a stressful context. Even so, empirical evidence on integrating academic resilience, emotional intelligence, and academic performance remains unexplored in the Nigerian university context. Therefore, the study aimed to investigate the linkages between academic resilience, emotional intelligence, and academic performance in Nigeria. The partial least square (PLS) modeling method was utilized for testing the stated hypotheses with data collected from 179 final year undergraduate students in the regular B.Sc. Business Administration and B.Sc. Marketing program at Delta State University, Nigeria. From the PLS results, the study reported that academic resilience was positively related to emotional intelligence (β = 0.125, p = 0.007), academic resilience (β = 0.231, p = 0.000) and emotional intelligence (β = 0.260, p = 0.000) were positively related to academic performance, and emotional resilience mediated the positive relationship between academic resilience and academic performance (β = 0.057, p = 0.005). While academic resilience predicted academic performance, it also predicted emotional intelligence, which affected academic performance significantly and positively.
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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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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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Johargy, Dr Ayman, Dr Pushpamala Ramaiah, and Dr Ibtesam Nomani Lamia Ahmed Elsayed Grace Lindsey. "Student Nurses Academic Performance- Multidimensional Constructs." International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (April 30, 2019): 818–22. http://dx.doi.org/10.31142/ijtsrd23144.

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Battersby∗, David. "The academic performance of older academics: A review." Journal of Tertiary Education Administration 15, no. 2 (October 1993): 181–88. http://dx.doi.org/10.1080/1036970930150204.

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Andrade, Maxie, Dr Shreemathi Mayya, and Dr Anice George. "Academic performance and nursing aptitude: A correlation." International Journal of Scientific Research 3, no. 5 (June 1, 2012): 1–3. http://dx.doi.org/10.15373/22778179/may2014/197.

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Oluwatumbi, Oso Senny. "Innovative Pedagogies: Panacea for Students Academic Performance." International Journal of Trend in Scientific Research and Development Volume-1, Issue-6 (October 31, 2017): 1013–19. http://dx.doi.org/10.31142/ijtsrd5759.

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GUR, Recep. "Development of the Academic Performance Perception Scale." Eurasian Journal of Educational Research 17, no. 69 (May 20, 2017): 177–97. http://dx.doi.org/10.14689/ejer.2017.69.10.

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Thirunavukkarasu, M., B. J. S. S. Sriram, and Javvaji Chandrasekhar Reddy. "ACADEMIC PERFORMANCE ANALYSIS." International Journal of Computer Science and Mobile Computing 10, no. 4 (April 30, 2021): 50–62. http://dx.doi.org/10.47760/ijcsmc.2021.v10i04.008.

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Mallett, John. "Academic Integration, Academic Performance, and Retrospective Evaluations of Own Performance." Irish Journal of Psychology 30, no. 3-4 (January 2009): 185–99. http://dx.doi.org/10.1080/03033910.2009.10446309.

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Dissertations / Theses on the topic "Academic performance"

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Edwards, Jennifer Paige Buckhalt Joseph Archie. "Sleep habits and academic performance." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Counselor_Education/Dissertation/Edwards_Jennifer_30.pdf.

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Makar, Kathryn. "Predictors of Students' Academic Performance." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216590.

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Educational Psychology
Ph.D.
Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in student learning. This is rather surprising considering that psychology continues to play such an important role in education. For decades, researchers have disagreed about the role played by three primary emotional concepts: self-esteem, parental involvement and student perception as predictors of students' academic success. This study attempts to determine which of these constructs, singly or in combination, can predict students' academic success and if the inclusion of any from among a selected group of demographic variables - socio-economic status, gender, ethnicity and student grade level- can alleviate or at least mitigate the discrepancies of prior research conclusions. A survey using a five point Likert scale was developed to collect data from 164 students in grades 3-7 in a select Philadelphia Charter School. The data were analyzed using Varimax Factor Rotation, Pearson Product-Moment Correlations and Multiple Regression to find answers to four research questions. The results of the analyses using only the emotional constructs were not significant; however, when the demographic constructs were included, specifically the students' grade levels, significant results were found. This study does not settle the controversy over whether or not the emotional constructs are authentic predictors of students' academic success. Nevertheless, the study does give insight into the significance of including the demographic factor of student grade level as a predictor of student academic success. Consequently, the results of this study suggest that any research using emotional constructs to predict the academic success of primary school students should include the various grade levels of the students.
Temple University--Theses
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Zilber, Suzanne Marks. "Attributions as mediators between academic performance and academic self-efficacy." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260284961.

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Roby, Simone D. "Classism, Academic Self-Concept, and African American College Students' Academic Performance." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2138.

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The “Black-White” achievement gap, in which some African American students show lower academic achievement than their White American counterparts, has received increased empirical attention. Classism has rarely been explored in psychological research as a significant contextual factor for understanding African American college students’ academic performance. Previous research shows that academic self-concept (ASC) is an attitudinal construct which consistently predicts African American college students’ grade point averages (GPA). A wealth of previous research also suggests that college student’s social class background and experiences with classism significantly influence students’ academic attitudes and performance. With this empirical and theoretical backing, a hierarchal regression analysis was run to test experiences with classism (EWC) as a moderator of the effects of academic self-concept on GPA for a sample of 124 cisgender, heterosexual African American students at SIUC, a predominantly white institution (PWI). Thus, the present study was conducted to test the hypothesis that African American college students’ levels of experience with classism would significantly moderate the effects of students’ ASC on their GPA. Results of the regression analysis showed that EWC did not significantly moderate the effects of ASC on GPA. An alternative mediation model was also tested, and showed that EWC did not mediate the relationship between ASC and GPA. Potential explanations for the results are provided, as well as limitations, and implications. Although the findings were not significant, the results of the present study call for future research to explicitly explore the influence of social class on psychological experiences, especially as it intersects with marginalized identities in the U.S. Overall, as African Americans’ and college students’ academic experiences are both greatly influenced by social class and classism, the academic achievement of African American and White American students should be discussed in the context of systems of oppression in which their achievements occur.
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Holzer, Susanna. "University Choice, Equality, and Academic Performance." Doctoral thesis, Växjö universitet, Ekonomihögskolan, EHV, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-6181.

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This thesis consists of three essays that examine issues on university attendance behavior, factorsof university completion, and the labor market value of a university diploma in Sweden. Essay [I] analyzes how the rapid expansion of higher education that increased the geographicalaccessibility to higher education in the 1990s affected university enrollment decisions amongvarious socioeconomic groups of young adults in Sweden. The empirical findings show that theprobability of enrollment in university education increases with accessibility to universityeducation. The results also indicate that accessibility adds to the likelihood of attending auniversity within the region of residence. Access to higher education more locally seems to havedecreased the social distance to higher education, meaning that the option of attending highereducation, as compared to entering the local labor market after upper secondary school, hasbecome a more common and a more natural alternative for more socioeconomic groups insociety. Essay [II] compares the performance of students in universities built before and after the largedecentralization and expansion of the higher educational system in Sweden, starting in the late1970s. Two outcome measures are used: (i) whether or not the student has obtained a degreewithin seven years after she initiated her studies; and (ii) whether or not she obtained 120 creditpoints (the requirement for most undergraduate degrees) within seven years. Controlling forseveral background variables as well as GPA scores in a binomial probit model, we show thatstudents at old universities are about 5 percentage points more likely to get a degree and about 9percentage points more likely to obtain 120 credit points. However, in an extended bivariatemodel where we consider selection on unobservables into university type, we cannot reject thepossibility of no difference in performance between the two university types. Essay [III] analyzes the labor market value of a university diploma (sheepskin) in Sweden. Incontrast to previous studies, this study only focuses on Swedish university students who havethree years of full time university education or more − where some have obtained a universitydegree, others not. The results show that for male students, the wage premium of possessing adegree, i.e. the sheepskin effect, is roughly 5-8 percent. For women, it is about 6-7 percent forthose who have completed four years of fulltime or more. For students who attended a moreprestigious university in the metropolitan areas in Sweden and majored in the natural sciences, asheepskin effect of roughly 13 percent for men and 22 percent for women is traced. However,this result did not hold among students who attended. Keywords: Higher education, university enrollment; university choice; accessibility; universitycompletion; selection bias; propensity score matching, sheepskin, human capital.
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Tran, Mun H. V. "Perfectionism, motivational orientation and academic performance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60870.pdf.

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Volbrecht, Adam A. "Residence hall discipline and academic performance." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1339139.

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The purpose of this study was to examine the grades and demographic characteristics of students involved with the residence hall disciplinary process during the 2005 fall semester at Ball State University. These characteristics were studied to determine if differences existed in the academic performance and demographic characteristics of disciplinary students and the general residence hall population. Differences between the disciplinary sample and residence hall population were found to exist. Freshmen and sophomores in the disciplinary sample achieved lower mean grade point averages. Freshmen and males were over-represented in the disciplinary sample.
Department of Educational Studies
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Michael, Brian. "Effects of Visualization on Academic Performance." Wright State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wright1345147538.

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Simoes, Anna-Lisa. "Internet Use and Academic Performance of Youth." UOIT, 2009. http://hdl.handle.net/10155/58.

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Zettler, Gregory M. "Naval Academy athletic programs as predictors of midshipmen academic and military performance." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FZettler.pdf.

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Thesis (M.S. in Leadership and Human Resoource Development)--Naval Postgraduate School, June 2002.
Thesis advisor(s): Greg Hildebrandt, Roger D. Little. Includes bibliographical references (p. 67-68). Also available online.
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Books on the topic "Academic performance"

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Performance assessment in academic libraries. London: Mansell Pub., 1995.

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L, Smalls Mary, ed. Performance appraisal in academic libraries. Chicago: Association of College and Research Libraries, 1990.

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RobertGordon's Institute of Technology . Library., ed. Academic performance indicators: A select bibliography. Aberdeen: Robert Gordon's Institute of Technology Library, 1988.

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Association of Research Libraries. Systems and Procedures Exchange Center., ed. Performance appraisal in research libraries. Washington, D.C: Office of Management Studies, Association of Research Libraries, 1988.

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DeSimone, Jeff. Drinking and academic performance in high school. Cambridge, Mass: National Bureau of Economic Research, 2005.

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DeSimone, Jeff. Drinking and academic performance in high school. Cambridge, MA: National Bureau of Economic Research, 2005.

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Almond, Douglas. Fasting during pregnancy and children's academic performance. Cambridge, MA: National Bureau of Economic Research, 2011.

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House, Nancy A. Van. Measuring academic library performance: A practical approach. Chicago: American Library Assoc., 1990.

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Desta, Erkyhun. Primary school teachers' academic and professional performance. [Addis Ababa]: Curriculum Evaluation and Educational Research Division, Insitute for Curriculum Development and Research, 1991.

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E, Detmer Don, and Steen Elaine B, eds. The Academic Health Center: Leadership and performance. Cambridge, UK: Cambridge University Press, 2005.

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Book chapters on the topic "Academic performance"

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Blau, Peter M. "Academic Performance." In The Organization of Academic Work, 217–48. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429339196-9.

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Wu, Bin. "Performance Planning." In China Academic Library, 161–84. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8225-3_5.

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Wu, Bin. "Performance Monitoring." In China Academic Library, 185–204. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8225-3_6.

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Wu, Bin. "Performance Evaluation." In China Academic Library, 205–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8225-3_7.

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Wu, Bin. "Performance Feedback." In China Academic Library, 239–52. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8225-3_8.

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Wu, Bin. "Performance Improvement." In China Academic Library, 253–75. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8225-3_9.

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Thompson, James. "Academic Scriptwriters and Bodily Affects." In Performance Affects, 78–111. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230242425_4.

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Vedel, Anna, and Arthur E. Poropat. "Personality and Academic Performance." In Encyclopedia of Personality and Individual Differences, 3529–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_989.

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Vedel, Anna, and Arthur E. Poropat. "Personality and Academic Performance." In Encyclopedia of Personality and Individual Differences, 1–9. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_989-1.

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Shapiro, Edward S. "Academic assessment of performance." In Encyclopedia of psychology, Vol. 1., 10–14. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-005.

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Conference papers on the topic "Academic performance"

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Golding, Paul, and Opal Donaldson. "Predicting Academic Performance." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322661.

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Lei, Cheng, and Kin Fun Li. "Academic Performance Predictors." In 2015 IEEE 29th International Conference on Advanced Information Networking and Applications Workshops (WAINA). IEEE, 2015. http://dx.doi.org/10.1109/waina.2015.114.

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Li, Kin Fun, David Rusk, and Fred Song. "Predicting Student Academic Performance." In 2013 7th International Conference on Complex, Intelligent, and Software Intensive Systems (CISIS). IEEE, 2013. http://dx.doi.org/10.1109/cisis.2013.15.

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Trianasari, N., and AA Ngurah Yudha Martin Mahardika. "Can Academic Performance Predict Training Performance?" In 5th International Conference on Tourism, Economics, Accounting, Management and Social Science (TEAMS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.201212.038.

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Vuttipittayamongkol, Pattaramon. "Predicting factors of academic performance." In 2016 Second Asian Conference on Defence Technology (ACDT). IEEE, 2016. http://dx.doi.org/10.1109/acdt.2016.7437662.

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Mgboh, Ujunwa, and Weitian Tong. "DEEPLY LEARN STUDENTS’ ACADEMIC PERFORMANCE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0904.

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Leroy, Zanie, and Laura Whittaker. "Chronic Conditions and Academic Performance." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.181.

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Hadi, Cholichul, Suen Mein-Woei, Danny Arfensia, Riris Ristiana, and Putu Wiguna. "What Predicts Students’ Academic Performance." In International Conference on Psychological Studies. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010809700003347.

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Salam, Shaikh Diya, Pias Paul, Rehnuma Tabassum, Ifaz Mahmud, Md Ayat Ullah, Ashiqur Rahman, and Rashedur M. Rahman. "Determination of Academic Performance and Academic Consistency by Fuzzy Logic." In 2018 International Conference on Intelligent Systems (IS). IEEE, 2018. http://dx.doi.org/10.1109/is.2018.8710469.

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Lampe, Lisa. "WIP: Undergraduate Academic Probation First Semester and Subsequent Academic Performance." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9273995.

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Reports on the topic "Academic performance"

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Hu, Qing, Ross Levine, Chen Lin, and Mingzhu Tai. Finance and Children’s Academic Performance. Cambridge, MA: National Bureau of Economic Research, January 2020. http://dx.doi.org/10.3386/w26678.

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Anderson, Michael, Justin Gallagher, and Elizabeth Ramirez Ritchie. School Lunch Quality and Academic Performance. Cambridge, MA: National Bureau of Economic Research, March 2017. http://dx.doi.org/10.3386/w23218.

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Almond, Douglas, Bhashkar Mazumder, and Reyn van Ewijk. Fasting During Pregnancy and Children's Academic Performance. Cambridge, MA: National Bureau of Economic Research, December 2011. http://dx.doi.org/10.3386/w17713.

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DeSimone, Jeff, and Amy Wolaver. Drinking and Academic Performance in High School. Cambridge, MA: National Bureau of Economic Research, January 2005. http://dx.doi.org/10.3386/w11035.

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Reyes, Jessica Wolpaw. Lead Policy and Academic Performance: Insights from Massachusetts. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18327.

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Austin, Wes, Garth Heutel, and Daniel Kreisman. School Bus Emissions, Student Health, and Academic Performance. Cambridge, MA: National Bureau of Economic Research, March 2019. http://dx.doi.org/10.3386/w25641.

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Stinebrickner, Todd, and Ralph Stinebrickner. The Causal Effect of Studying on Academic Performance. Cambridge, MA: National Bureau of Economic Research, August 2007. http://dx.doi.org/10.3386/w13341.

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Hyman, Joshua, and Isaac McFarlin. College Consumption Amenities, Academic Performance, and Donation Behavior. Cambridge, MA: National Bureau of Economic Research, September 2022. http://dx.doi.org/10.3386/w30481.

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Carrell, Scott E., Robert N. Gilchrist, Richard L. Fullerton, and James E. West. Peer and Leadership Effects in Academic and Athletic Performance. Fort Belvoir, VA: Defense Technical Information Center, May 2007. http://dx.doi.org/10.21236/ada608374.

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Lindo, Jason, Nicholas Sanders, and Philip Oreopoulos. Ability, Gender, and Performance Standards: Evidence from Academic Probation. Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14261.

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